MODULAR LEARNING EFFICACY IN ACQUISITION AND RETENTION OF BIOLOGY CONCEPTS-ResearchProposal

MODULAR LEARNING EFFICACY IN ACQUISITION AND RETENTION OF
BIOLOGY CONCEPTS
A Research Proposal
Presented to
Ms. Christise Espera
Cebu Normal University
In Partial Fulfillment
of the Requirements for the Degree of
MASTER OF ARTS IN EDUCATION
MAJOR IN SCIENCE EDUCATION
Lucy A. Ngoho
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TABLE OF CONTENTS
TITLE PAGE……………………………………………………………….…..………….……...i
TABLE OF CONTENTS…………………...………………………………….…………...…….ii
CHAPTER
1. THE PROBLEM AND ITS SCOPE
Rationale of the Study………………………………………………………………..……1

Theoretical Framework……………………………………………………………………6
Statement of the Problem…………………………………………………………....…….7

Significance of the Study……………………………………………………………....….8
Definition of Terms………………………………………………………………....……..9
2. REVIEW OF RELATED LITERATURE AND RELATED STUDIES
Related Literature……………………………..………………………...……………..…11
Related Studies…………………………..……...……………………………...………...16
3. RESEARCH METHODOLOGIES
Research Design………………………………………………………………………….21
Research Respondents…………………….…………….…………..……………...........21
Research Environment……………………..……………….………………….………...22
Research Instruments……………………………....………….……………………........22
Research Procedure…………………………………….…..………………………....…23
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Data Analysis………………………………………………….…………………………24
ETHICAL CONSIDERATIONS……………………..………………….……………………24
REFERENCES…………………….……………………..........………………….....................28
APPENDICES
A. Transmittal Letter…………………………………………………………….32
B. Letter for the Evaluators……………… ………………………………...…...33
C. Pre-Test ……………………………………...……………………….……...36
D. Post-Test……………………………………………………………….……..46
E. Interview Guide……………………………………………………….……..46
CURRICULUM VITAE…………………………………………………………………...….57
LIST OF FIGURES
1. Theoretical and Conceptual Framework of the Study………………………………………...6
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CHAPTER 1
THE PROBLEM AND ITS SCOPE
Rationale
In the K-12 curriculum, Biology is termed as the Living Things and Its Environment which
is taught in every grade level in elementary and junior high school. As early as kindergarten,
Biology is already taught in simple manner, for instance, knowing basic things about living things.
Since K-12 curriculum adapts spiral curriculum (Bruner, 1960), which key ideas are introduced
over and again all through the educational program, however with developing layers of intricacy,
or in various applications, it is quite expected that students can be able to retain the basic concepts,
which encourages reinforcement of previously-learned concepts, which promotes the retention of
skills in later grades (Doyle et.al, 2021).
Biology is a part of science that fundamentally manages the design, work, development,
advancement, and appropriation of living beings. It helps us understand how living things work
and how they function and interact on multiple levels and in its environment. However, biology is
also perceived as a difficult subject since there are many topics and concepts to be learned (Dumaz,
2007) and that secondary school Biology curricular is overloaded (Atilla, 2012). From the
theoretical idea of the subject (Atilla, 2012), to the interdisciplinary nature of biology (Tekkaya et
al., 2006), relies on memorized power, uses Latin language, contains very complex knowledge
(Hadiprayitno et al 2019), students perception of the subject is difficult. Even so, learning concepts
is still significant as it empowers us to utilize it to get a handle on new points. It helps students and
teachers alike to foster a profound comprehension of how the ideas between relate with one another
and assemble a model that will enable them all through their education.
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One of the widely used strategies in addressing varied learning styles of the students is
Modular Learning Instruction. It was first used by American educators and described by Hughes
(2000) as an individualized instruction that gives bases for close interaction between the learners
and the subject matter. Modular learning is an approach where the emphasis is on learning results,
and its achievement depends on associating results to students’ learnings (Friestad-Tate et.al,
2014). Modules are widely used in many countries as a way of organizing a curriculum (Zamir,
2014) and it is essentially an independent self-study package, each student can learn according to
their own needs and abilities (Hussain, 2010).
However, the result of the PISA 2018, which was released on 2019, shows that Filipino
students’ have poor performance in their proficiency level in MATH, SCIENCE and READING,
in which the Department of Education vows to improve quality education. In response also to the
pandemic, the Department of Education implemented distance learning incorporating modular
learning method. With the goal also to be able to continue education despite the situation
(pandemic), teachers were able to produce print out modules that needs to be accomplished by the
students weekly. Students enrolled themselves and carry on with answering modules and learning
activities on their own or with the assistance of their parents and/or guardians. The modules should
be accomplished to see the level of proficiency or qualification (Zamir et. al, 2014) to go to the
next level. And because the curriculum is spiral, as the student advance to another grade level, the
students need to have the retention of the basic concepts to grasp the new and complex topics.
In Cabalawan National High School, it has been observed that students in every grade level
has low retention of biology concepts. Even though it is found to be effective to learn and have
retention of the concepts, students will have difficulty if from they weren’t able to retain concepts
from lower grade level. Some would say that they’ve already forgotten what they’ve learned from
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the last grade level. And as their grade level advance, the more they find it difficult because of the
new information associated to the never retained concept. It is also a factor that there is a lack of
resources for wide and variety of instruction and that students live far from school and their
studying is also sacrificed.
Due to some factors in difficulty of teaching and learning biology (Hadiprayitno et al
2019), some of which is the lack of resources, materials, and students learning and studying habits
(Çimer,2011), expectations for the modular learning modality is high in acquiring high academic
performance on the subject. Since modular learning modality is student-centered (Friestad-Tate,
et. al, 2014), with learning paced by each student according to his/her individual requirements and
capacity, the researcher has thought that with the use of modular approach, student’s retentions
skills can soar, be systematized and be helpful for them.
Based on this realities, wherein modular learning is still the appropriate learning modality,
the researcher is determined to discover on how modular learning modality can aid in the
acquisition and retention of Biology basic concepts in junior high school students.
Theoretical and Conceptual Background
Biology is a branch of Science, and Science is one of the areas that can provide skills and
knowledge essential for full participation of a citizen in the society (OECD, 2019), different
learning modalities and instructions are being proposed and utilized.
This study is anchored on the Modular Learning Instruction of John L. Hughes (2000) and
Learning Basic Concepts of Louis Benjamin (2010), and Concept Retention of Philip Parker
(2013).
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According to Benjamin (2010), learning basic concepts does not only improves the
advancement of students but also equips them with some of the necessary tools to develop their
thinking processes. Basic concepts are therefore a significant pointer of student’s preparation for
their future academic success (Shumaker, 2002). It can ultimately guide students to form new
connections, develop understanding and produce their own ideas. They help children form the
foundation for learning and early curriculum. It is essential to learn basic concepts, apply and use
it in acquiring new complex ideas.
According to Parker (2013), concept retention is different from knowledge retention as it
is the ability to remember fundamental concepts rather than “just” facts. Studies show that concept
learning and retention is an effective way of acquiring new and more complex knowledge as it
prepares the learners in incorporating those new facts to the concepts they have already acquired.
It is believed to be an effective way of testing and activating learner’s memories, as the concepts
they retained are being revived by the new related knowledge or concept. In Psychology, retention
can be measured through recalling, relearning, and recognizing. Wherein recalling is like
producing the same concept as the original, relearning as the savings method, and recognition
which can be measured by multiple choice.
It is argued by Willis (2014) that through recognizing students’ level of capacity into
authentic learning, we can construct enduring understanding and concept retention to the students.
She believes that through tests where note or textbooks are permitted, take-home tests, and/or
student-made test, these types of assessment can bring less anxiety, increasing positive learning
experience as well as giving opportunities for them to demonstrate what they know – not simply
what they memorized.
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As defined by John L. Hughes (2000), modular instruction individualized instruction that
gives bases for close interaction between the learners and the subject matter. And based on the
Southeast Asian Ministers of Education Regional Center for Educational innovation and
Technology (SEAMEO INNOTECH), the idea of using modules as a technique for learning is
relatively recent. As one of its capacities is to overhaul content with updated data and it caters
active participation where students learn by doing, students can be actively involved in
manipulating instructional materials such as the textbooks and also the teacher-made worksheets.
This was supported by the study of Hussain et. al (2010) as the modular learning can be an effective
mode of instruction for biology as compared to traditional method because the learners can learn
at their own pace (Zamir et. al, 2014). The modular learning modality is still incorporated as it has
the potential to individualize the teaching and improve the learning of basic sciences (Khalil, et.
al, 2010) and also other subjects.
In this study, the modular learning instruction is being assessed in influencing the level of
retention of basic biology concepts of junior students in terms of recalling, relearning, and
recognition. Students will be given entry level test to measure their retention and exit level test
after their modular learning. Student’s accounts will also be gathered and recommendations will
be passed to the school administrators and teachers.
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The Theoretical and Conceptual Framework
Modular Instruction
Modular instruction individualized instruction that
gives bases for close interaction between the learners
and the subject matter.
John L. Hughes (2000)
Learning Basic Concepts

“Basic Concepts are a way of laying neural pathways that assist to
develop awareness, understanding, and insight into learning – processes
strongly associated with the coding of information into memory.”
(Louis Benjamin, 2010)
Concept Retention
Concept retention is the ability to remember
Entry Level fundamental concepts rather than “just” facts. Exit Level
Philip Parker (2013)
Recall Relearning Recognition
Students’
Recommendation Accounts
Figure 1. The Theoretical and Conceptual Framework of the Study
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THE PROBLEM
Statement of the Problem
This study seeks to determine the efficacy of modular learning modality in aiding junior
high school students’ retention of Biology concepts.
Specifically, it seeks to answer the following questions:
1. What is the entry and exit level of concept retention in biology in terms of
1.1 Recall;
1.2 Relearning; and
1.3 Recognition?
2. Is there a significant mean difference of the students’ entry and exit performance in terms
of:
2.1 Recall
2.2 Relearning; and
2.3 Recognition?
3. Is there a significant relationship between the grade level and the level of retention?
4. How do students adapt to the modular learning?
5. What are the students’ accounts on modular learning?
6. What recommendations may be proposed in the findings?
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Significance of the Study
One of the goals of education is to prepare students to be equipped with the skills to be
competitive in the society. To instill them with skills to be globally competitive. With the first year
of implementing modular learning instruction in public schools, and in other private schools,
students are introduced with varied learning process. Understanding their learning styles and level
of retention, students can be more aware on how to improve their academic performance.
In addition, this study would be one of the bases for the Department of Education,
administrators and teachers in addressing the students’ poor performance in Science skills
specifically Biology. With the help of this research, the teachers in Cabalawan National High
School will be able to know what approach is more effective in teaching Biology to the students.
Furthermore, this study would also give feedback from the students on the modular learning
instruction and how effective it is on the learning style of the students.
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Definition of Terms
The followings terms are contextually and operationally defined for a comprehensible
presentation of the study:
Biology refers to the fundamental subject area in Science which is the study of living things
and their vital processes and interaction with the environment as the focus subject matter which
the retention of the students will be assessed in the study.
Biology Concepts refers to the words, ideas and concepts in Biology which exists in the
instrument (test questionnaire) of the study.
Retention refers to the amount of original learning which is still active which will be
influenced by the modular learning instruction.
Concept Retention refers to the students’ ability to remember the biology concepts which
is aided by the modular instruction which is will be measured by the researcher through varied
tests.
Modular Learning refers to the instructional approach by the teachers in teaching Biology
subject to the junior high school students and will be assessed in aiding the retention of biology
concepts.
Recall refers to the one of the indicators of students’ ability and level of retention of
biology concepts which is being measured in the study.
Relearning refers to the one of the indicators of students’ ability and level of retention of
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Recognizing refers to the one of the indicators of students’ ability and level of retention of
Students’ Accounts refers to the experiences, opportunities and challenges that the
students encounter in the whole duration of the modular learning instruction.
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Chapter 2
REVIEW OF RELATED LITERATURE AND RELATED STUDIES
This chapter is composed of two parts: review of related literature and review of related
studies. The first part which is the review of related literature provides the foundation on modular
learning instruction, and how retention of concepts is influenced by an instructional approach.
The review of related studies, on the other hand, presents supplemental readings to learn
more about modular learning instructions and how this instructional approach effective to aid
learners retention of concepts.
Related Literature
Parker (2013) emphasized that concept retention is different from knowledge retention as
it not all about just facts but also understanding the fundamentals in the learning area. Learning
with comprehension is emphatically supported by math and science instructors and scientists for
all students, and furthermore is reflected in the public objectives and norms for arithmetic and
science educational plans and instruction (American Association for Advancement of Science
[AAAS], 1989, 1993; National Council of Teachers of Mathematics [NCTM], 1989, 1991, 2000;
NRC, 1996, 2002). Ehrenberg (1961) also suggested that to learn concepts, students should shape
a comprehensible mental picture or idea of how models contrast from not examples.
Furthermore showing contrasts in information retention dependent on the kind of
information being reviewed, there is a proof to recommend that the degree of knowledge retention
can be affected by how the material was originally taught (Wilcox et.al, 2020). Ehrenberg (1961)
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also argued the fact that the proof of the acquisition, comprehension, retention, and retrieval of
information is the learners’ expression of the specific, accurate, complete, relevant information
called for which is the verifiable information through observing, experiencing, reading, or
listening.
One thing that could influence long-term retention is the time frame in which Cepeda et.
al, (2008) also pointed out that should not limit the opportunity to manipulate spacing and the
learning material. Further, brief laboratory studies do not deal with the complex issues that arise
in a classroom, such as the staggered introduction of material and the certainty of exposure to the
material outside the experimental context (Lindsey, 2014). As in psychology, retention is also
characterized as one of memory strength, and any form of personalization requires estimates of an
individual’s memory strength for specific knowledge.
In Albert Banduras Social Cognitive Theory (1991), based on the concept that learning is
affected by cognitive, he proposed retention as one of the mediational process in his Cognitive
Model in producing and showing how well the behavior is remembered. The behavior may be
noticed but it is not always remembered which obviously prevents imitation. It is important
therefore that a memory of the behavior is formed to be performed later by the observer (Mcleod,
2016). Retention involves a process of transforming and restructuring information in the form of
rules and conceptions (Wood and Bandura, 1989) and store the information into memory.
Retention, according to Arifin et. al (2019), is the capability to capture information, accept
it as a part of thinking process, take the information and get it back when the information is needed.
He also emphasized that students’ retention are different and it includes depending on the
application of the learning model. And according to Davidoff (1991), to test the ability to
remember is through two basic methods which are 1) test repeated again, and 2) test to recognize
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again. This was added with reconstruction method which the subject was asked to reconstruct the
material given previously after the result were assessed based on the first time it had been used
(Bimo, 1993).
As for Hiebert and Lefevre (1986), they characterized conceptual knowledge as
“knowledge that is rich in relationships. It can be thought of as a connected web of knowledge, a
network in which the linking relationships are as prominent as the discrete pieces of information”.
In his study, Heid (1988) found that the students who showed better conceptual understandings
than the comparison class, performed almost as well on a final exam of routine skills. This is also
supported with the review of the psychology literature on retention of conceptual knowledge of
Semb and Ellis’ (1994) which one factor is the nature of the instructional approach.
With the different ways of finding approaches which is the learner is the one who became
the center of activities which aim at archiving the objectives of the teaching process for the learner,
the teaching material more understandable and more resistible to oblivion, helps the learner to
individual learning, helps him to gain the thinking strategy, the increase the mental activeness for
the learner, and strengthen the motivation, consolidating the self-satisfaction and helps to keep
what they learned, as they organize the information in his own way (globe, 1988).
On the development of modular instruction, the word modular was first mentioned in
scientific papers at the end of the 1860’s (Rakova, 2018), then it was called as the “Russian
method” which is a teaching approach base on the identification of clearly described components
of occupational skills which are thoroughly studied element by element (Erofeeva, 2012). It then
reached and utilized considerably as another approach to traditional education in the English-
speaking countries of Europe and United States (Bashmakova, 2014). It was introduced to the
teaching and learning process as teachers can teach large number of students at the same time as
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there is already “an information block, including a logically complete unit of learning material,
program of actions determined by a specific purpose, and a guidance for didactic objectives to be
achieved” (Lapp, 2012).
According to a Lithuanian researcher P. A. Juceviciene, she clarified the concept of
“module”, formulated principles of modular teaching and developing modular programs. V. V.
Karpov and M. N. Kakhtanov argue that a module is an “organizational and methodological
interdisciplinary structure of educational material, providing semantic concepts definition in
accordance with the academic knowledge structure (Oparina et. al, 2018). It structures information
from the standpoint of cognitive logic of a would-be specialist” (Lapp, 2012). As for Lopukhova
& Yurina, (2017), module is an interdisciplinary structure that accumulates topics or units from
different academic disciplines necessary for learning the same basic educational program.
According to Zamir and Sadiq (2014), the idea of “module” is connected to the idea of
flexible language curriculum which supports the idea of Taneja (1989) and UNESCO (1988) that
module is a unit of work in a course of guidance that is essentially independent with characterized
subjects which contains components of ordinate correspondence, clear goals, insight exercises, and
a strategy for instruction that depends on the idea of developing the abilities and recognition of
information in discrete. A module must also have a constant connection with content and others;
relating new ideas to past or prior knowledge; giving comprehensible clarifications and recognition
base knowledge to students; organizing in a fair student workload; giving them privilege to
continue studying topics they want to understand by having the materials for themselves; and
guaranteeing a suitable developmental evaluation technique (Zamir and Sadic, 2014) to have a
greater likelihood of promoting an extensive approach to learning.
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The composition of a module also, according to Purushothaman (1986) must have the
standards of having introduced or characterizes a bunch of learning circumstances; have its own
painstakingly indicated work and be coordinated at characterized targets; includes a test intended
to direct the student or educator and give them feedback; and be equipped for finding a way into
an assortment of learning ways, techniques and situations and with the following components, self-
learning modules permits the student to learn at their speed and student can obtain information
abilities and demeanor in the absence of a teacher.
A module consists of the following components.
- Statement of purpose
- Desirable pre-requisite skills.
- Instructional objectives
- Entry behavior test.
- Transaction of instruments.
- Criterion test
- Pretest
- Post test
Sejpal (2013) also suggested that modular method is more effective, recent, and more
technology based teaching method in the present educational field. It provides more flexibility to
distance teaching and learning mode to teachers as well as to the learners. Sejpal (2013) also
pointed out that using modular learning instruction can make learning become more effective;
establish a system of assessment other than marks or grade; users study the modules in their own
working environment; users can study without disturbing the normal duties and responsibilities;
modules can be administered to single use, small group or large group; modules are flexible so
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that implementation can be made by a variety of patterns; it is more appropriate to mature students;
it enables the learners to have a control over his learning; accept greater responsibility for learning;
it already got wider accessibility in the present educational scenario.
The module, which is widely used today, is a small teaching unit adopting the principle of
self- education strategy and individualization of education, the unit includes specific objectives
and learning experiences and activates which is done in logical sequence and complementary to
help the learner to achieve the goals and develop the proficiency according the levels which is set
previously according to the speed of the self –learner. "Rashed 1408 Hijri, pp 146-159". The
module, according also to Alelaimat & Ghoneem (2012), the learner is a self-learner as he is the
center of the teaching process, and can find within the module the necessary resources of
information that can support his learning, so he chooses what is suitable, the learner decides when
he will starts and where to begin. He can find in the module what supports his response, encourages
his motivation, immediate modification of his response, thus the learner is free and positive.
Related Studies
Each module always includes a sequential testing of students’ knowledge and skills
(Oparina et. al, 2018). Nardo (2017), claims that modular instruction enhances learners’ autonomy,
which is anchored on Kolb’s Experiential Learning Theory (1984) wherein all human beings have
a natural desire to learn. As per her studies result students engaged themselves in learning concepts
presented in the module and developed a sense of responsibility in accomplishing the task provided
in the module. She further explains that modular instruction with the use of modules as an
instructional materials, possesses the qualities that will make the individual an independent learner,
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self-pacing and progressing at his own rate which will give the learner self-satisfaction which is
the essence of modular instruction (Nardo, 2017).
Modules have been defined as self-contained instructional tools that guide the learner
through a step-by-step process in achieving educational objectives (de Tornyay and Thomson,
1987). Base on the study of Khalil et. al (2010), they found out also that modular learning
instruction in an integrated basic Science has the potential to individualized the teaching and
improve the learning of basic sciences. It is also reported to allow learner control to help in
preparation for subsequent in-class discussion, and to improve understanding and retention. It was
shown in their study as 97% of the students indicated an improvement in understanding and that
modules facilitated learning basic science concepts.
According to Beduare (2012), using the modular instruction in Biology brings about better
students’ performance than using the lecture-discussion method since modular instruction allows
students to learn at their own pace and according to their individual capacities and need. He
emphasized that in spite of the fact that students in the modular approach outscored the students
working in the lecture-discussion method, there are still factors to be considered on the
performance of students like their background regarding the basic knowledge of the subject. He
found out that modules is effective in augmenting instruction and also improved the theoretical
knowledge of the learners.
According to Hussain et. al (2010), the continuation of learning material swings from
linguistic to scientific knowledge. The choice of contents and subject from the multifaceted
branches of knowledge is subjected to social needs. In their study they emphasized that the main
driving force behind the introduction of modules in teaching learning process lies in the fact that
modules have roles that can help to solve key educational problems. It is because they satisfy the
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basic condition for promoting effective learning and are extremely flexible in implementation. In
their study, students in the modular approach outscored the students working in traditional learning
mode in retaining the learnt biological material. Although they also point out that it can’t be
generalized. There can be other factors other than the instruction approach used which they put in
their recommendation for further study.
In the study of Dr.Padmapriya P. V. (2015), he pointed out that module helped in
developing self-learning capacity among the learners. In his study, the learners treated with
measured methodology accomplished higher mean scores than those learners educated through
activity oriented method. The examination uncovers the effectiveness of self-learning module on
accomplishment among auxiliary school students. This study also supported Kumar (1990) on how
modular learning is more effective in teaching physics among Secondary schools in Kerala State
than the Textbook approach in teaching.
Contrasting modular teaching learning process from ordinary teaching learning process,
Zamir and Sadiq (2014) also found out that due to the fact that students can learn on their own
pace modular teaching learning approach is more effective and is self-learning style in which quick
reinforcement and feedback is already provided every after the activity which can motivate the
students to have interest on the module.
The use of self-learning modules is also found effective for students for the basic science
concepts (Kahlil et. al, 2010) as students indicated that it helped them to prepare in-class
discussions and facilitated their learning of basic science concepts and it also stimulated their
interest to the topic, enhancing their ability to imprint information and become more active and it
is also time efficient. The concepts in the modules are also introduced in a manner that’s concise
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and easy to understand. The study also affirmed that learning modules helped in facilitating and
individualized students’ learning.
Modular learning approach has been used in the Philippine curriculum at some points in
their classroom activities, from the point of Yazon (2016), these modules are used as enrichment
or supplementary instructional materials for learning concepts and skills, as well as a remedial
instruction necessary for slow learners and as advanced instruction for the fast and highly
motivated learners. In his study, he found out that there is a significant relationship with the result
of the pre-test and post-test of the students after being exposed to modules. The students also
pointed out that the modules are accompanied by specific objectives, and the ideas and concepts
and points presented are well explained, and the supplementary activities enhance their
understanding of the contents. With these evidences, Yazon (2016) affirmed that module in
assessment in student learning was effective.
Kanshan (2016) also stated that due to the increased enrollment of students and knowledge
explosion, the need of self-learning modules is the demand in time. In his study, modules helped
the students to learn as well as it provided better chances to the students to interact with the teacher
compared to the traditional method of teaching and learning process. There is a significant
difference between the pre-test and post-test of the experimental group and the control which also
supports Debi (1989) that learning modules was found more effective that traditional method in
achievement of Principles of Education.
In Rababeh (2007) study, which was also to investigate the strategic impact of the modules
based on perfection and investigation of the chemical concepts for the students of the secondary
level, The analysis result showed differences with statistic significant for the level (á≤0.05) among
the average of the students’ marks for the three groups (modules, investigation, ordinary) to
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understand the chemical concept post-test and the differences were for the favor of the modules.
Which supports also the study of Salamah (2001) that showed there is a growing ability in their
achievement test and creative thinking of the members who were trained by using teaching
modules in creative thinking than the students who were exposed to conventional method.
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Chapter 3
Research Methodology
This chapter includes design, respondents, environment, instruments, data-gathering
procedure, and the statistical treatment of the data.
Research Design
To accomplish the goal of this study, the researcher makes use of quasi-experimental
research in one group Pre-test-Post-test Design. The researcher will use the method in order to
specifically evaluate the effectiveness of Modular Learning Instruction in enhancing students’
retention of Biology concept, as they will be tested before and after their exposure to the learning
instruction.
Quasi-experimental design in this study will involve one group who will receive a pre-test
about the subject matter which will carry out in the investigation. After the exposure to the modular
instruction, the researcher will give the groups a post-test. The researcher will then compare the
results of the Pretest and Post-test of the students and will conduct a short survey to the group.
Research Respondents
The participants in this study will be the Grade 7 students, who will be enrolled in the
school year 2021-2022 in Cabalawan National High School. The study will use one sample group
and because face to face is not yet possible to be implemented in schools, the researcher will reach
out to the teachers in the institution for the dissemination of the purpose of the study and also the
distribution of the instruments that will be used in gathering the data. The researcher will choose
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all of the Grade 7 students regardless of their demographic profiles. The researcher chooses the
school and the participants of this study because of the easy access and familiar surroundings.
Research Environment
The researcher will conduct the study in Cabalawan National High School, which is a
public high school under the 5th District of the Province of Cebu in Region 7, Central Visayas. It
is a school located at Cabalawan, Sogod catering junior and senior high school students. It was
established on January 1, 1994 and for years have yield students who are now professionals. The
school has two sections for all junior level high school students and each has counting to almost
50 students in every class.
Research Instruments
The researcher will use a teacher-made questionnaire for the pre-test and post-test which
is signed and approved by the Science Department and the Principal of the school. The
questionnaire is composed of questions following the learning competencies set in the K-12 Grade
7 Science curriculum. It also consists of questions which can assess the students’ retention of the
Biology concepts. It is a sixty-question test- questionnaire, which will be used to assess the
retention level of the students, with a table of specifications mainly focusing on remembering,
understanding, and analyzing which recall, relearning, and recognition aspects of retention can be
seen. The questionnaire shall be subject to validation of three experts in the field of Science and it
shall be pilot tested.
To gather the students’ accounts on the Modular learning instruction, the researcher will
disseminate an interview guide which students shall share their experiences during the modular
learning instruction and the challenges and opportunities they will encounter.
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Research Procedure
The researcher will make a letter of permission to conduct the study and to gather data
addressed to the School principal and the Grade 7 students.
Due to the implemented Spiral curriculum, Science four subject areas are designated to a
particular quarter. The Biology or the Living Things and Its Environment is on the second quarter.
Before the start of the second quarter, the researcher will give the students a Pre-test as a means to
determine their level of retention before the modular instruction exposure. The researcher will then
gather and record the results of their pre-test which will soon compare to their score on the post-
test. After that, the students will continue their modular acquisition of learning which is composed
of different activities. The modules provide sufficient time for mastery of concepts and skills as
the module is weekly. Students will submit the modules weekly with their answers and done
activities and performance tasks. Varied assessments also can be found in the module. The module
are composed of the title, introduction, overview, and instructions to the students, a pre-test
evaluation and feedback, objectives, learning activities, formative test and evaluation, where
students can be able to learn through their own pace and they’ll be able to manage time in
answering the weekly module.
As the quarter ends, the researcher will then give the students a post-test which is composed
of the learning competencies of the Biology concepts they learned in the 2 nd quarter module. Their
scores will be recorded and will be compared to their score in the pre-test.
After the post-test, the researcher will then conduct an interview guide to the students so
as to know their experiences during the modular learning. The researcher will then gather and
analyze the survey answers of the students.
23
Data Analysis
To determine the whether there is a significant gain difference with the students pre-test
and post-test after the modular instruction, the researcher will use a paired test. The result of the
students’ pre-test and post-test will be computed statistically using MSS. Getting the mean and
standard deviation will also be done to determine the students’ level of recall, relearning, and
recognizing in the entry and exit assessment. The researcher will then analyze the students’
response to the interview survey about their experiences opportunities and challenges faced during
the modular learning, through thematic analysis.
Ethical Considerations
It is fundamental to adhere to the moral norms and practices in the study. The researcher
has deep considerations and ensure protection towards the participants and the researcher herself.
The researcher set extraordinary significance towards the moral parts of the investigation to
guarantee that the participants well-being and other people and materials which will be used in the
study.
Conflict of Interest
The research does not involved institutions and the researcher does not have any
relationship with the participants. In addition, the researcher guaranteed that the moral direct of
the study was not undermined by genuine, potential or saw irreconcilable circumstances. There
will be no monetary or reputational interests also.
24
Privacy and Confidentiality
The researcher also adheres to the privacy of data thus will keep all the unveiled data and
records of the participants in a secret phrase locked gadget that only belonged and accessed by the
researcher. In keeping up with the participants’ privacy, the researcher will let the students pick
either numbers, codename or letters to be referred to them in the study. After the end of the
examination, the data will be erased and will be appropriately discarded
Informed Consent Process
The researcher will ask first for the confirmation from the school’s principal and then the
researcher cannot meet all of the participants in one place at the same time, but the researcher will
still have a letter given to the students along with their modules to be able to have a consent with
their parents also. In the letter, the researcher included the purpose of the study and the benefits it
can give to the participants. In the letter also, the researcher included that she will be open for
questions and respects the student’s decision to be included in the study.
Vulnerability of Informants
In the study, all students who participated will be treated equally. They have their rights in
choosing what they will be referred as in the study. All of the participants will be given summary
of the study and the how their participation is of great help for the success of the study. The letter
will be also student friendly and parent friendly as it is also open for response and the researcher
will put her contact information for a faster approach of the parents if there are any confusions
with the letters body. The researcher will respectfully approach all of the participants and will do
her best to avoid any stressful situations that may occur during the pre-post-test with the
participants.
25
Recruitment
The study specified that through the letter there is an open response from the participant decision
of taking part in the study. There will be also an agreement form which will be signed by the
researcher and the participants. In the agreement, collection of their data (pre-test and post-test
scores and their survey response) and the researchers utmost protection of these and the
confidentiality of the participants will be included. Both of the party has the copy of the agreement.
Assent
The study will be conducted to grade 7 students who are below 18 years old, hence the
researcher will also ask consent from the parent/s guardian of the participants. The
parent/guardians will also sign the agreement.
Risks
As the study includes some of the personal information of the participants, the researcher
also give details about the possible risks that the participants will face in partaking in the study.
The researcher will assure the participants that researcher will handle those personal information
with so much confidentiality. The researcher will also ensure that the participants understand the
risks and that it will be their own choice that they will join the study.
Benefits
The study will always think of the benefit of the participants and their safety and freedom
are greatly assured. The researcher will also think of the benefit the study will give to the students
learning performance, teachers’ instructions, administrations, and stakeholders and also indirectly
benefitted the parents.
26
Incentives or Compensation
As the pre-test and post-test will be conducted, participants will be provided with snacks
they can take home and a small token after they finished the test. The participants with high scores
will also receive another token and certificate from the researcher.
Community Considerations
The study will bring impact to the students learning capability and to the teachers’
instruction strategy. This will also help the school as the result of the study can be the one bases
of the assessing what type of learners their students are. With this study, not only in Biology but it
can be also compared to other subject areas which can maybe yield another positive response.
Collaborative Study Term of Reference
As the study will be conducted, there will be an agreement with the researcher, the teachers,
and the school principal when there is the case of utilization and publication, the researcher will
be acknowledged as secondary author.
27
References
Abante A. et. al (2021) A Comparative Analysis on the Challenges of Online Learning Modality
and Modular Learning Modality: A Basis for Training Program. International Journal of
Multidisciplinary Research Analysis Volume 4, pp. 463-476. https://doi.org/10.47191/ijmra/v4-
i4-17
Ehrenberg S. (1981) Concept Learning: How to make it Happen in the Classroom. Association for
Supervision and Curriculum Development, pp. 36-43
Gazi S. et. al (2010) Effectiveness of Modular Teaching in Biology at Secondary Level. Asian
Social Science Vol. 6, No.9
Mantz Yorke (2001) Formative Assessment and its Relevance to Retention, Higher Education
Research & Development, 20:2, 115-126. http://dx.doi.org/10.1080/758483462
Tate et. al (2014) Understanding Modular Learning – Developing a Strategic Plan to Embrace
Change. I-manager’s Journal on School Educational Technology Vol. 9, pp. 32-43.
Lindsey R. et. al (2014) Improving Student’s Long-term Knowledge Retention Through

Personalized Review. Sage Publication, Association for Psychological Science DOI:
10.1177/0956797613504302
Arifin S. et. al (2019) Increasing Critical Thinking and Student Retention: A Learning Model
Approach. International Journal for Research and Review
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Darland D. and Carmichael J. (2012) Long-Term Retention of Knowledge and Critical Thinking
Skills in Developmental Biology. Journal of Microbiology and Biology Education Vol. 13 (3), pp.
125-132 http://dx.doi.org/10.1128/jmbe.v13i2.331
Beduare A. (2012) Modular Instruction in Biology: It’s Effect on Students Performance.

International Peer Reviewed Journal Vol. 9, pp. 284-304 http://dx.doi.org/10.7719/jpair.v9i1.2
Sejpal K. (2013) Modular Method Teaching. International Journal for Research in Education Vol.
2 (2), pp. 169-171
Kwon O. & Allen K. (2005) Students’ Retention of Mathematical Knowledge and Skills in
Differntial Equations. School Science and Mathematics Vol. 105 (5), pp. 227-239
Arifin S. et. al (2020) The Effect of Problem-Based Learning by Cognitive Style on Critical
Thinking Skills and Students’ Retention. Journal of Technology And Science Education Vol. 10
(2), pp. 271-281 https://doi.org/10.3926/jotse.790
Sarac L. & Ok A. (2010) The Effects of Different Instructional Methods on Student’s Acquiristion
and Retention of Cardiopulmonary Resuscitation Skills Elsevier Ireland Ltd. Risuscitation Vol.
81, pp. 555-561 http://dx.doi.org/10.1016/j.resuscitation.2009.08.030
Wondifraw D. (2019) The Practice of Modularized Curriculum in Higher Education Institution:

Active Learning and Continuous Assessment in Focus. Cogent Education
https://doi.org/10.1080/2331186X.2019.1611052
29
Khalil M. et. al (2010) The Use of Self-Learning Modules to Facilitate Learning of Basic Science
Concepts in an Integrated Medical Curriculum. American Association of Anatomists Vol. 3, pp.
219-226
Yazon A. et. al (2017) Validation and Effectiveness of Module in Assessment of Students

Learning, International Journal of Science and Research Vol. 7 (11), pp. 1833-1836
Çimer A. (2011) What makes Biology Learning Difficult and Effective: Students’ Views.
Educational Research and Reviews Vol. 7 (3), pp. 61-71. DOI: 10.5897/ERR11.205
Nardo M. (2017) Modular Instruction Enhances Learner Autonomy. American Journal of

Educational Research. 2017, 5(10), 1024-1034. DOI: 10.12691/education-5-10-3
Rakova E. et. al (2018) Modular Approach to Teaching and Learning Grammar in Technical
Universities Proceedings of the International Scientific Conference. Volume I, May 25th -26th,
2018. 139-148 http://dx.doi.org/10.17770/sie2018vol1
Shuaibu A. et. al (2020) The 7E Instructional Strategy on the Overall Attitude of Students in
Biology in Public Schools in Adamawa State, Nigeria. Asia Pacific Journal of Educators and
Eduaction, Vol. 35 (2), pp. 171-18. https://doi.org/10.21315/apjee2020.35.2.10
Yakob N. et. al (2020) The effect of Coupled Inquiry -5E in Enhancing the Understanding Meiosis
Concept International Journal of Evaluation and Research in Education (IJERE) Vol. 9, No. 1,
March 2020, pp. 129~137. DOI: 10.11591/ijere.v9i1.20393
Ping I. et. al (2020) Rural Students’ Conceptual Understanding of Diffusion and Osmosis Asia
Pacific Journal of Educators and Education, 35(1), 93–109.
https://doi.org/10.21315/apjee2020.35.1.6
Lestari (2020) The Presence of the Problem-based Learning Syntax in Junior High School Biology
Textbooks. Jurnal Pendidikan Biology Indonesia Vol. 6 (1)
30
Kanchan (2016). Effectiveness of Self-learning Modules on the Achievement and Retention of
Under graduate Students in Commerce.
Rabaeh, Mohammad Hassan (2007). The effectiveness of the modules strategy based on perfection
and research in gaining the chemical concepts for the students of the 10th grade in Jordan, Ph.D
thesis Amman Arab University for higher studies.
Alelaimat A. and Ghoneem K. (2012) The Effect of Educational Modules Strategy on the Direct
and Postponed Study’s Achievement of Seventh Primary Grade Students in Science, in
Comparison with Conventional Approach. Vol. 2 (2), pp. 40-60
http://dx.doi.org/10.5539/hes.v2n2p40
31
APPENDIX A
Transmittal Letter
July 26, 2021
JULIETA P. ARGONCILLO
Principal
Cabalawan National High School
Cabalawan, Sogod, Cebu
Ma’am;
I am writing to inform your office that I am presently writing my thesis on “Modular Learning
Efficacy on Acquisition and Retention of Biology Concepts” as a requirement for the completion of my
degree, Master of Arts in Education Major in Science Education in Cebu Normal University, Main Campus.
Pursuant to this, I am humbly asking for your approval to conduct my study in Cabalawan National
High School Junior High School Department. The purpose of this study is to determine the effectivity of
the modular learning instruction on students learning process and to aware students their retention level of
learning in acquisition of new knowledge.
You may rest assured that all pieces of information gathered will be handled with uttermost
confidentiality and will value data privacy. I am hoping for your positive response.
Thank you and God bless.
Respectfully yours,
LUCY A. NGOHO
Researcher
Noted:
CHRISTISE C. ESPERA
Research Adviser
Approved:
JULIETA P. ARDGONCILLO
Cabalawan National High School Principal
32
APPENDIX B
Letter for the Validator
July 26, 2021
MRS. MARSAN BINOYA

Science Teacher
Liki National High School
Liki, Sogod, Cebu
Ma’am;
I am writing to inform your office that I am presently writing my thesis on “Modular
Learning Efficacy on Acquisition and Retention of Biology Concepts” as a requirement for the
completion of my degree, Master of Arts in Education Major in Science Education in Cebu Normal
University, Main Campus.
Pursuant to this, I am humbly asking for your expertise in the Subject matter to validate
and evaluate the table of specification and test questionnaire as the instrument. The purpose of this
study is to determine the effectivity of the modular learning instruction on students learning
process and to aware students their retention level of learning in acquisition of new knowledge.
Respectfully yours,
LUCY A. NGOHO
Researcher
Noted:
CHRISTISE C. ESPERA
Research Adviser
33
APPENDIX B
Letter for the Validator
July 26, 2021
MRS. ROVELYN ESPINOSA

Science Teacher
Mohon National High School
Mohon, Sogod, Cebu
Ma’am;
Respectfully yours,
LUCY A. NGOHO
Researcher
Noted:
CHRISTISE C. ESPERA
Research Adviser
34
APPENDIX B
Letter fir the Validator
July 26, 2021
MRS. AILEEN S. MACACHOR

Science Teacher
Ma’am;
Respectfully yours,
LUCY A. NGOHO
Researcher
Noted:
CHRISTISE C. ESPERA
Research Adviser
35
APPENDIX C
TABLE OF SPECIFICATION
Pre-test in Living Things and Its Environment
Topic Remembering Understanding Analyzing Total
Microscopy 1, 6, 7 9 8, 10 6
Levels of 2, 12, 13, 14, 11 3, 4, 5 10
Biological 17, 18
Organization
Animal and 19, 20, 26, 28, 15, 22, 27 16 11

Plant Cells 29, 25, 21
Fungi, Protist, 23, 24, 31, 32, 25, 34 7

and Bacteria 33
Sexual and 37, 38, 39, 40, 43 44 8

Asexual 41, 42
Reproduction
Ecosystems 45, 46, 47, 49, 35, 36, 48, 50, 58, 59, 60 18
52, 53, 54, 55 51, 56, 57
Total 35 15 10 60
Prepared by: Ms. Lucy Ngoho Checked by: MRS. AILEEN S. MACACHOR, MAED
Researcher Cabalawan NHS Science Teacher

Mohon NHS Science Teacher
MRS. MARSAN BINOYA

Liki NHS Science Teacher
Approved by: Mrs. Julieta P. Argoncillo, MAEd
Cabalawan NHS School Principal
36
Pre-Test in Living Things and Its Environment
Name: _(Optional)___________________ Date: _______________ Score: ______________
Grade & Section: ____________________
Instruction: Read and understand each question that follows. Choose your answer from the
choices given and write the letter of the correct answer legibly on the space provided before each
number.
____1. What device is used to view very small things that cannot be seen by the naked eyes?
a. Endoscope b. Microscope c. Stethoscope d. Telescope
____2. What part of the microscope is used to reflect light from the external environment up
through the stage?
a. Arm b. Base c. Mirror d. Objective Lenses
____3. John Brylle would like to see clearly the specimen he wanted to observe using the
microscope. What part of the microscope will he adjust for him to do what he want?
a. Course Adjustment b. Fine adjustment c. Objective lenses d. Eyepiece
____4. Which of the following is TRUE about the invention of the microscope?
a. The first inventor of the microscope are the Greeks

b. The glass was discovered by the Italians living in Rome
c. The first to invent the compound microscope were Zacharias and Hans Janssen
d. All of the above
____5. Sheenah wants to observe the onion cells under the microscope. Which of the following
will she do to achieve her goal?
a. Sheenah will adjust the mirror so the light could go up through the stage and into the
specimen
b. Sheenah will switch the lens from low powered objective to high power objective
c. Sheenah will adjust the course adjustment so she could see clearly the specimen
d. All of the above
____6. Which part of the microscope is used to hold the slides in place?
a. Stage b. Stage clips c. Objective lenses d. Mirror
37
____7. What is considered the basic structural and functional unit of life?
a. Cell b. Organ c. Organ systems d. Tissue
____8. Which of the following scenarios signify a community?
a. A group of dogs in a farm

b. A group of cats in a farmhouse
c. A group of horse in a farmland
d. A group of cows together with a group of carabaos in a farmland
____9. Which of the following differentiates organs from tissues?
a. Organs make up tissues; tissues make up organs

b. Tissues make up organs; cells make up tissues
c. Organs and tissues make up an organ system
d. Organs and tissues are made up of cells
____10. Cancer starts from cells that start to grow uncontrollably fast. They destroy tissues and
organs. What does this say about the effects of the diseased cells on the higher levels of
organization in an organism?
a. Diseased cells do not affect the other parts of the organism.

b. Cancer involves only certain kinds of cells and does not affect any other kind of cell.
c. Diseased cells affect only the next higher levels of organization that they make up the
tissues.
d. Diseased cells damage the higher levels of organization they make up: tissues, organs,
organ systems and eventually, the whole organism.
____11. The organ systems of plants consist of the root and shoot systems. Why is it important
for these organ systems to work together?
a. To grow and survive c. To survive floods and strong winds

b. To avoid pests and other animals d. To survive droughts and earthquakes
____12. Which is the correct sequence – from bigger to smaller – of the levels of organization in
an organism?
a. Cell – organ – organ system – Tissue c. Tissue – cell – organ – organ system
b. Organ – organ system – tissue – cell d. organ system – organ – tissue – cell
____13. What part of the cell is responsible for producing fats and lipids?
a. Cytoplasm c. Rough Endoplasmic Reticulum

b. Nucleus d. Smooth Endoplasmic Reticulum
38
____14. Which part of the cell is known as the control center of the cell?
a. Cell Membrane b. Nucleolus c. Nucleus d. Ribosomes
____15. Which part of the plant cell contains chlorophyll which absorbs energy from the sun to
make food for plants?
a. Chloroplast b. Cytoplasm c. Nucleus d. Vacuoles
____16. Which part of the cell is known as the powerhouse of the cell which converts glucose to
a form of energy usable by the cells?
a. Cell Membrane b. Cytoplasm c. Mitochondria d. Nucleus
____17. What part of the animal cell that is not present in plant cells?
a. Cell Membrane c. Centrioles c. Nucleus d. Vacuoles
____18. What are the parts of the plant cells that are not present in the animal cells?
a. Chloroplast and Cytoplasm c. Cell Membrane and Nucleolus

b. Chloroplast and Cell Wall d. Vacuoles and Ribosomes
____19. Why is the cell wall important to plant cells?
a. Because it converts energy from the sun to a form usable to the cell
b. Because it helps in the production of spindle fibers during cell division
c. Because it serves as another level of protection and it gives shape to plant cells
d. Because it digests unnecessary waste/trash in the cell
____20. If the chloroplast of the plant cell is damaged, which of the following will it be unable to
do?
a. Protects the cell c. excretes waste materials

b. Make food for the cell d. give instruction for cell to reproduce
____21. Which of the following statement is TRUE about nucleolus?
a. It is located inside the nucleus

b. It is responsible for producing ribosomes
c. Both a and b
d. None of the above
39
____22. Why can’t animals survive on their own?
a. Because they don’t have nucleus that makes food for them
b. Because they don’t have cytoplasm that makes food for them
c. Because they don’t have chloroplast in their cell to make food for them
d. Because they don’t have centrioles that make the food for them
____23. Which of the following set of cell organelles is present both in plant and animal cells?
a. Nucleus, cell membrane and cytoplasm c. Cell Membrane, cytoplasm and cell wall
b. Nucleus, centrioles and nucleolus d. Cell Membrane, ribosomes and chloroplast
____24. Which cell organelle is consisted of jelly-like substance where all other cell organelles
are located?
a. Cell Membrane b. Cytoplasm c. nucleus d. ribosomes
____25. What is the shape of the DNA of Prokaryotic Cells?
a. Circular b. Linear c. Angular d. curvilinear
____26. What is the shape of the DNA of the Eukaryotic Cells?
____27. Nucleus keeps the DNA of the cell. Prokaryotic cells have no true nucleus. Where do
you think the prokaryotic cells keep their DNA?
a. In the cytoplasm b. in the nucleoid c. in the ribosomes d. in the lysosomes
____28. What is common to organisms belonging to the prokaryotes group?
a. They are mostly multicellular organisms c. they reproduce via binary fission
b. They are unicellular organisms d. they are mostly anaerobic
____29. Which set of cell organelles is present in both prokaryotic and eukaryotic cells?
a. Ribosomes, nucleus and nucleolus

b. Ribosomes, cell membrane and cytoplasm
c. c. nucleus, nucleoid and cytoplasm
d. cytoplasm, cell membrane and nucleoid
40
____30. In terms of cell organization, why eukaryotic cell is more organized compared to
prokaryotic cells?
a. Because each organelles of the eukaryotic cells are membrane-bounded

b. Because the cell organelles directly float around the cytoplasm
c. Because the eukaryotic cells have cell membrane that encloses the cell
____31. Which kingdom of life does not belong to the eukaryotes group?
a. Animalia b. Plantae c. Fungi d. Archaebacteria
____32. A group of bacteria lives in the vent of the volcano. To which kingdom of life does the
group of bacteria belong?
a. Animalia b. Eubacteria c. Fungi D. Plantae
____33. Which of the following sets of organisms belong to the Kingdom Protista?
a. Cat, dogs and Pigs c. Gumamela, Narra and Mahogany

b. Euglena, algae and amoeba d. e. coli, lactobacillus casei and lactobacillus protektus
____34. Which characteristic is unique only to Kingdom Animalia?
a. They have chloroplasts that allows them to make their own food
b. They are motile organisms which means they can move from place to place
c. They are unicellular organisms
d. They are multicellular organisms
____35. Human beings rely on other organisms for food. Which of the following statements can
be said about humans?
a. Humans are autotrophs c. Humans are aerobic

b. Humans are Heterotrophs d. Humans are anaerobic
____36. Birds cannot survive without breathing in fresh air. Which of the following statements
can be said about birds?
a. Birds are autotrophs c. Birds are aerobic

b. Birds are heterotrophs d. Birds ae anaerobic
____37. What mode of reproduction requires two parents of different sexes to produce a new
being?
a. Asexual Reproduction c. Budding

b. Sexual Reproduction d. Fragmentation
41
____38. What type of asexual reproduction where the new individual comes from the
unfertilized eggs of the mother?
a. Budding b. Fragmentation c. Parthenogenesis d. Spores
____39. Which of the following forms of reproduction does not belong to the group?
a. Budding b. Fragmentation c. Allogamy d. Vegetative Reproduction
____40. What happens during fertilization?
a. 2 eggs from the female parent and 1 sperm from the male parent unite together to
form a zygote
b. 2 sperms from the male parent and 1 egg from the female parent unite together to
form a zygote
c. 1 sperm from the male parent and 1 egg from the female parent unite together to form
a zygote
d. 1 sperm from the male parent and 1 sperm from another male parent unite to form a
zygote
____41. What do you call the specialized cells of the animals that reproduce sexually?
a. Sperm cell b. egg cell c. gametes d. tissue
____42. Hermaphrodites are organisms which can produce both the male and the female gametes
at the same time. What do you call the type of reproduction of the Hermaphrodites?
a. Allogamy b. Autogamy c. Internal Fertilization d. External Fertilization
____43. How important is reproduction of organisms?
a. It is the way for organisms to get their own food to survive

b. It is the way for organisms to provide food for each other to survive
c. It is the way for organisms to continue their kind, so they will not get extinct
d. It is the way for organisms to decrease the number of populations in the plane
____44. Which of the statements below is FALSE about the difference between Sexual and
Asexual Reproduction?
a. Sexual reproduction produces genetically different individuals while asexual

reproduction produces genetically identical individuals
b. Sexual reproduction requires 2 parents of the same gender while asexual reproduction
requires only 1 parent of either gender.
c. Sexual reproduction is slower in process compared to asexual reproduction which is
faster
d. Sexual reproduction produces variation while asexual reproduction does not
42
____45. Which type of reproduction does not produce individuals that are genetically identical to
their parent?
a. Budding b. Parthenogenesis c. Spore formation d. External Fertilization
____46. What is defined as a system of complex interaction between different populations and
their nonliving environment?
a. Food chain b. Food web c. Ecosystem d. community
____47. What do you call the component of the ecosystem that refers to the nonliving things in
the environment?
a. Biotic Components b. Abiotic components c. Biosphere d. none of the above
____48. Why is it important for living things and nonliving things to interact with each other?
a. Because living things need the nonliving environment to survive

b. Because living things together with the nonliving things can reproduce together
c. Because living things together with the nonliving environment can make the planet
become a paradise
____49. What do you call the biotic components that produce food for themselves as well as
food for other organisms?
a. Primary Consumer b. Decomposers c. Secondary consumer d. Producers
____50. What do you call the process by which plants convert the energy from the sun into a
chemical energy in the form of glucose?
a. Phagocytosis b. Cytokinesis c. Photosynthesis d. Analysis
____51. Which of the following statements is TRUE about the function of decomposers in the
ecosystem?
a. They produce food for themselves and for the other organisms
b. They consume plants and animals in order to survive
c. They primarily eat the dead bodies of other organisms
d. They break down what is left by the scavengers of the remains and return the
nutrients to the soil
____52. What relationship exists between two organisms when they both benefit from each
other?
a. Commensalism b. Competition c. Mutualism d. Parasitism
43
____53. What relationship exists between two organisms when one is benefits from the other and
the other is harmed?
a. Commensalism b. Competition c. Mutualism d.

Parasitism
____54. What relationship exists when several organisms rely on a limited environmental
resource?
____55. What percentage of the energy in one trophic level will be obtained by the next trophic
level in a food chain?
a. 5% b. 10% c. 50% d. 100%
____56. Which of the following consumers will get the least amount of energy in a food chain?
a. Primary Consumer c. Tertiary Consumer

b. Secondary Consumer d. Final Consumer
____57. In the ecosystem, what is considered the ultimate source of energy?
a. Animals b. Decomposers c. Producers d. Sun
____58. How does energy in the ecosystem transfer from one organism to another organism?
a. When an organism eats another organism

b. When an organism breeds another organism
c. When an organism lives with another organism
d. When an organism plays with another organism
44
For items 59-60.
____59. Which is the secondary consumer?
a. Frog b. Grass c. Grasshopper d. Hawk
____60. Which is the final consumer?
a. Frog b. Grass c. Hawk d. Snake
- - - - - - - - - - - - - - - - - - - - End of Test. You made it!- - - - - - - - - - - - - - - - - - - -

MRS. MARSAN BINOYA

45
APPENDIX D
TABLE OF SPECIFICATION
Post-test in Living Things and Its Environment
Topic Remembering Understanding Analyzing Total
Microscopy 1,2,6 4 3, 5 6
Levels of 7, 12, 13, 14, 11 8, 9, 10 10
Biological 15, 16
Organization
Animal and 17, 18, 21, 23, 19, 22, 27 20 11

Plant Cells 24, 25, 26
Fungi, 28, 29, 31, 32, 30, 34 7

Protist, and 33
Bacteria
Sexual and 37, 38, 39, 40, 42 41 8

Asexual 41, 43
Reproduction
Ecosystems 40, 46, 47, 49, 35, 36, 48, 50, 58, 59, 60 18
52, 53, 54, 55 51, 56, 57
Total 35 15 10 60

MRS. MARSAN BINOYA

46
Post-Test in Living Things and Its Environment
Name: (Optional) ___________________ Date: _______________ Score: ______________
Grade & Section: ____________________
Instruction: Read and understand each question that follows. Choose your answer from the
choices given and write the letter of the correct answer legibly on the space provided before each
number.
____1. Which part of the microscope is used to hold the slides in place?
a. Stage b. Stage clips c. Objective lenses d. Mirror
____2. What is considered the basic structural and functional unit of life?
a. Cell b. Organ c. Organ systems d. Tissue
____3. Which of the following scenarios signify a community?
a. A group of dogs in a farm

b. A group of cats in a farmhouse
c. A group of horse in a farmland
d. A group of cows together with a group of carabaos in a farmland
____4. Which of the following differentiates organs from tissues?
a. Organs make up tissues; tissues make up organs

b. Tissues make up organs; cells make up tissues
c. Organs and tissues make up an organ system
d. Organs and tissues are made up of cells
____5. Cancer starts from cells that start to grow uncontrollably fast. They destroy tissues and
organs. What does this say about the effects of the diseased cells on the higher levels of
organization in an organism?
a. Diseased cells do not affect the other parts of the organism.

b. Cancer involves only certain kinds of cells and does not affect any other kind of cell.
c. Diseased cells affect only the next higher levels of organization that they make up the
tissues.
d. Diseased cells damage the higher levels of organization they make up: tissues, organs,
organ systems and eventually, the whole organism.
47
____6. . What device is used to view very small things that cannot be seen by the naked eyes?
a. Endoscope b. Microscope c. Stethoscope d. Telescope
____7. What part of the microscope is used to reflect light from the external environment up
through the stage?
a. Arm b. Base c. Mirror d. Objective Lenses
____8. John Brylle would like to see clearly the specimen he wanted to observe using the
microscope. What part of the microscope will he adjust for him to do what he want?
a. Course Adjustment b. Fine adjustment c. Objective lenses d. Eyepiece
____9. Which of the following is TRUE about the invention of the microscope?
a. The first inventor of the microscope are the Greeks

b. The glass was discovered by the Italians living in Rome
c. The first to invent the compound microscope were Zacharias and Hans Janssen
d. All of the above
____10. Sheenah wants to observe the onion cells under the microscope. Which of the following
will she do to achieve her goal?
a. Sheenah will adjust the mirror so the light could go up through the stage and into the
specimen
b. Sheenah will switch the lens from low powered objective to high power objective
c. Sheenah will adjust the course adjustment so she could see clearly the specimen
d. All of the above
____11. Which part of the plant cell contains chlorophyll which absorbs energy from the sun to
make food for plants?
a. Chloroplast b. Cytoplasm c. Nucleus d. Vacuoles
____12. Which part of the cell is known as the powerhouse of the cell which converts glucose to
a form of energy usable by the cells?
a. Cell Membrane b. Cytoplasm c. Mitochondria d. Nucleus
____13. What part of the animal cell that is not present in plant cells?
a. Cell Membrane b. Centrioles c. Nucleus d. Vacuoles
48
____14. What are the parts of the plant cells that are not present in the animal cells?
a. Chloroplast and Cytoplasm c. Cell Membrane and Nucleolus

b. Chloroplast and Cell Wall d. Vacuoles and Ribosomes
____15. Why is the cell wall important to plant cells?
a. Because it converts energy from the sun to a form usable to the cell
b. Because it helps in the production of spindle fibers during cell division
c. Because it serves as another level of protection and it gives shape to plant cells
d. Because it digests unnecessary waste/trash in the cell
____16. If the chloroplast of the plant cell is damaged, which of the following will it be unable to
do?
a. Protects the cell c. excretes waste materials

b. Make food for the cell d. give instruction for cell to reproduce
____17. The organ systems of plants consist of the root and shoot systems. Why is it important
for these organ systems to work together?
a. To grow and survive c. To survive floods and strong winds

b. To avoid pests and other animals d. To survive droughts and earthquake
____18. Which is the correct sequence – from bigger to smaller – of the levels of organization in
an organism?
a. Cell – organ – organ system – Tissue c. Tissue – cell – organ – organ system
b. Organ – organ system – tissue – cell d. organ system – organ – tissue – cell
____19. What part of the cell is responsible for producing fats and lipids?
a. Cytoplasm c. Rough Endoplasmic Reticulum

b. Nucleus d. Smooth Endoplasmic Reticulum
____20. Which part of the cell is known as the control center of the cell?
a. Cell Membrane b. Nucleolus c. Nucleus d. Ribosomes
____21. What is the shape of the DNA of the Eukaryotic Cells?
49
____22. Nucleus keeps the DNA of the cell. Prokaryotic cells have no true nucleus. Where do
you think the prokaryotic cells keep their DNA?
a. In the cytoplasm b. in the nucleoid c. in the ribosomes d. in the lysosomes
____23. What is common to organisms belonging to the prokaryotes group?
a. They are mostly multicellular organisms c. they reproduce via binary fission
b. They are unicellular organisms d. they are mostly anaerobic
____24. Which set of cell organelles is present in both prokaryotic and eukaryotic cells?
a. Ribosomes, nucleus and nucleolus d. nucleus, nucleoid and cytoplasm

b. Ribosomes, cell membrane and cytoplasm c. cytoplasm, cell membrane and nucleoid
____25. In terms of cell organization, why is eukaryotic cell more organized compared to
prokaryotic cells?
a. Because each organelles of the eukaryotic cells are membrane-bounded

b. Because the cell organelles directly float around the cytoplasm
c. Because the eukaryotic cells have cell membrane that encloses the cell
____26. . Which of the following statement is TRUE about nucleolus?
a. It is located inside the nucleus

b. It is responsible for producing ribosomes
c. Both a and b
____27. Why can’t animals survive on their own?
a. Because they don’t have nucleus that makes food for them
b. Because they don’t have cytoplasm that makes food for them
c. Because they don’t have chloroplast in their cell to make food for them
d. Because they don’t have centrioles that make the food for them
____28. Which of the following set of cell organelles is present both in plant and animal cells?
a. Nucleus, cell membrane and cytoplasm c. Cell Membrane, cytoplasm and cell wall
b. Nucleus, centrioles and nucleolus d. Cell Membrane, ribosomes and chloroplast
____29. Which cell organelle is consisted of jelly-like substance where all other cell organelles
are located?
a. Cell Membrane b. Cytoplasm c. nucleus d. ribosomes
50
____30. What is the shape of the DNA of Prokaryotic Cells?
____31. Which kingdom of life does not belong to the eukaryotes group?
a. Animalia b. Plantae c. Fungi d. Archaebacteria
____32. A group of bacteria lives in the vent of the volcano. To which kingdom of life does the
group of bacteria belong?
a. Animalia b. Eubacteria c. Fungi D. Plantae
____33. Which of the following sets of organisms belong to the Kingdom Protista?
a. Cat, dogs and Pigs c. Gumamela, Narra and Mahogany

b. Euglena, algae and amoeba d. e. coli, lactobacillus casei and lactobacillus protektus
____34. Which characteristic is unique only to Kingdom Animalia?
a. They have chloroplasts that allows them to make their own food
b. They are motile organisms which means they can move from place to place
c. They are unicellular organisms
d. They are multicellular organisms
____35. Human beings rely on other organisms for food. Which of the following statements can
be said about humans?
a. Humans are autotrophs c. Humans are aerobic

b. Humans are Heterotrophs d. Humans are anaerobic
____36. Birds cannot survive without breathing in fresh air. Which of the following statements
can be said about birds?
a. Birds are autotrophs c. Birds are aerobic

b. Birds are heterotrophs d. Birds ae anaerobic
____37. What mode of reproduction requires two parents of different sexes to produce a new
being?
a. Asexual Reproduction c. Budding

b. Sexual Reproduction d. Fragmentation
51
____38. What type of asexual reproduction where the new individual comes from the
unfertilized eggs of the mother?
a. Budding b. Fragmentation c. Parthenogenesis d. Spores
____39. Which of the following forms of reproduction does not belong to the group?
a. Budding b. Fragmentation c. Allogamy d. Vegetative Reproduction
____40. Which type of reproduction does not produce individuals that are genetically identical to
their parent?
a. Budding b. Parthenogenesis c. Spore formation d. External Fertilization
____ 41. Which of the statements below is FALSE about the difference between Sexual and
Asexual Reproduction?
a. Sexual reproduction produces genetically different individuals while asexual

reproduction produces genetically identical individuals
b. Sexual reproduction requires 2 parents of the same gender while asexual reproduction
requires only 1 parent of either gender.
c. Sexual reproduction is slower in process compared to asexual reproduction which is
faster
d. Sexual reproduction produces variation while asexual reproduction does not
____42. How important is reproduction of organisms?
a. It is the way for organisms to get their own food to survive

b. It is the way for organisms to provide food for each other to survive
c. It is the way for organisms to continue their kind, so they will not get extinct
d. It is the way for organisms to decrease the number of populations in the planet
____43. Hermaphrodites are organisms which can produce both the male and the female gametes
at the same time. What do you call the type of reproduction of the Hermaphrodites?
a. Allogamy b. Autogamy c. Internal Fertilization d. External Fertilization
____44. What do you call the specialized cells of the animals that reproduce sexually?
a. Sperm cell b. egg cell c. gametes d. tissue
___
52
___45. What happens during fertilization?
a. 2 eggs from the female parent and 1 sperm from the male parent unite together to form
a zygote
b. 2 sperms from the male parent and 1 egg from the female parent unite together to form
a zygote
c. 1 sperm from the male parent and 1 egg from the female parent unite together to form a
zygote
d. 1 sperm from the male parent and 1 sperm from another male parent unite to form a
zygote
____46. What is defined as a system of complex interaction between different populations and
their nonliving environment?
a. Food chain b. Food web c. Ecosystem d. community
____47. What do you call the component of the ecosystem that refers to the nonliving things in
the environment?
a. Biotic Components b. Abiotic components c. Biosphere d. none of the above
____48. Why is it important for living things and nonliving things to interact with each other?
a. Because living things need the nonliving environment to survive

b. Because living things together with the nonliving things can reproduce together
c. Because living things together with the nonliving environment can make the planet
become a paradise
____49. What do you call the biotic components that produce food for themselves as well as
food for other organisms?
a. Primary Consumer b. Secondary consumer c. Decomposers d. Producers
____50. What do you call the process by which plants convert the energy from the sun into a
chemical energy in the form of glucose?
a. Phagocytosis b. Cytokinesis c. Photosynthesis d. Analysis
____51. Which of the following statements is TRUE about the function of decomposers in the
ecosystem?
a. They produce food for themselves and for the other organisms
b. They consume plants and animals in order to survive
c. They primarily eat the dead bodies of other organisms
d. They break down what is left by the scavengers of the remains and return the nutrients
to the soil
53
____52. What relationship exists between two organisms when they both benefit from each
other?
____53. What relationship exists between two organisms when one is benefits from the otherand
the other is harmed?
____54. What relationship exists when several organisms rely on a limited environmental
resource?
____55. What percentage of the energy in one trophic level will be obtained by the next trophic
level in a food chain?
a. 5% b. 10% c. 50% d. 100%
____56. Which of the following consumers will get the least amount of energy in a food chain?
a. Primary Consumer c. Tertiary Consumer

b. Secondary Consumer d. Final Consumer
____57. In the ecosystem, what is considered the ultimate source of energy?
a. Animals b. Decomposers c. Producers d. Sun
____58. How does energy in the ecosystem transfer from one organism to another organism?
a. When an organism eats another organism

b. When an organism breeds another organism
c. When an organism lives with another organism
d. When an organism plays with another organism
54
For items 59-60.
____59. Which is the secondary consumer?
a. Frog b. Grass c. Grasshopper d. Hawk
____60. Which is the final consumer?
a. Frog b. Grass c. Hawk d. Snake
- - - - - - - - - - - - - - - - - - - - End of Test. You made it!- - - - - - - - - - - - - - - - - - - -
Prepared by: Ms. Lucy Ngoho Checked by: MRS. AILEEN S. MACACHOR, MAEd

MRS. MARSAN BINOYA

55
APPENDIX E
Student’s Experience on Module Learning Questionnaire
Dear Learner,
This questionnaire asks you to provide feedback on your experience of studying the module indicated on
the label above.
Name: (Optional) _____________________
1. How do you feel overall about distance education?
o Poor
o Below Average
o Average
o Good
o Excellent
2. How much time do you spend each day on an average on distance education?
o 1-3 hours
o 3-5 hours
o 5-7 hours
o 7-10 hours
o 10+ hours
3. How effective has remote learning been for you?
o Not at all effective
o Slightly effective
o Moderately effective
o Very effective
o Extremely effective
4. How helpful your school has been in offering you the resources to learn from home?
o Not at all helpful
o Slightly helpful
o Moderately helpful
o Very helpful
o Extremely helpful
5. Do you enjoy learning remotely?
o Yes, absolutely
o Yes, but I would like to change a few things
o No, there are quite a few challenges
o No, not at all
6. How well could you manage time while learning remotely? (Consider 5 being extremely well and 1
being not at all)
7. How peaceful is the environment at home while learning?
Thank you for your response!
56
LUCY A. NGOHO
Address: Mangadlao, Cabalawan, Sogod, Cebu
Mobile: 09567207391
Facebook: lucy ngoho
Email: ngoholucy99@gmail.com
______________________________________________________________________________
PERSONAL INFORMATION
Birthdate: July 18, 1999

Birthplace: Liloan, Cebu
Nationality: Filipino
______________________________________________________________________________
EDUCATIONAL ATTAINMENT
TERTIARY
Bachelor of Secondary Education major in Biological Sciences
May 2019, GWA: 1.68
Cebu Normal University
Osmeña Blvd., Cebu Cityx
SECONDARY
April 2015, with Honors
57
______________________________________________________________________________
SELECTED ACHIEVEMENTS
- Member of Dean’s List at Cebu Normal University

- Cum Laude in Cebu Normal University
______________________________________________________________________________
WORK EXPERIENCES
October 2020 – present: Wordlab E-Learning and Language Tutorial Services

Cogon, Compostela, Cebu
June 2019 - March 2020: San Roque College de Cebu – East Campus
Gabi, Cordova, Cebu
______________________________________________________________________________
SEMINARS AND TRAINING PROGRAMS ATTENDED
July 13, 2020 PAFTE Midyear Webinar via Video on Demand (VOD) on Planning, Designing
and Delivering Course Materials for Flexible Learning.
October 9-10, 2021 49th National and 10th International PAFTE Convention with the theme
"The Promise of Social and Emotional Learning Amidst COVID Pandemic"
58

MODULAR LEARNING EFFICACY IN ACQUISITION AND RETENTION OF BIOLOGY CONCEPTS-ResearchProposal

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MODULAR LEARNING EFFICACY IN ACQUISITION AND RETENTION OF BIOLOGY CONCEPTS-ResearchProposal

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MODULAR LEARNING EFFICACY IN ACQUISITION AND RETENTION OF

1. THE PROBLEM AND ITS SCOPE

Rationale of the Study………………………………………………………………..……1

Statement of the Problem…………………………………………………………....…….7

2. REVIEW OF RELATED LITERATURE AND RELATED STUDIES

B. Letter for the Evaluators……………… ………………………………...…...33

1. Theoretical and Conceptual Framework of the Study………………………………………...6

THE PROBLEM AND ITS SCOPE

which encourages reinforcement of previously-learned concepts, which promotes the retention of

skills in later grades (Doyle et.al, 2021).

their own needs and abilities (Hussain, 2010).

pandemic, the Department of Education implemented distance learning incorporating modular

studying is also sacrificed.

Due to some factors in difficulty of teaching and learning biology (Hadiprayitno et al

performance on the subject. Since modular learning modality is student-centered (Friestad-Tate,

skills can soar, be systematized and be helpful for them.

Theoretical and Conceptual Background

learning modalities and instructions are being proposed and utilized.

it in acquiring new complex ideas.

According to Parker (2013), concept retention is different from knowledge retention as it

which can be measured by multiple choice.

what they memorized.

al, 2010) and also other subjects.

be passed to the school administrators and teachers.

John L. Hughes (2000)

Learning Basic Concepts

Philip Parker (2013)

Recall Relearning Recognition

Figure 1. The Theoretical and Conceptual Framework of the Study

Statement of the Problem

high school students’ retention of Biology concepts.

Specifically, it seeks to answer the following questions:

1.2 Relearning; and

2.2 Relearning; and

4. How do students adapt to the modular learning?

5. What are the students’ accounts on modular learning?

6. What recommendations may be proposed in the findings?

instruction and how effective it is on the learning style of the students.

presentation of the study:

the retention of the students will be assessed in the study.

instrument (test questionnaire) of the study.

influenced by the modular learning instruction.

biology concepts which is being measured in the study.

biology concepts which is being measured in the study.

biology concepts which is being measured in the study.

students encounter in the whole duration of the modular learning instruction.

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

learning instruction, and how retention of concepts is influenced by an instructional approach.

learners retention of concepts.

Furthermore showing contrasts in information retention dependent on the kind of

individual’s memory strength for specific knowledge.

As for Hiebert and Lefevre (1986), they characterized conceptual knowledge as

“knowledge that is rich in relationships. It can be thought of as a connected web of knowledge, a

achieved” (Lapp, 2012).

According to a Lithuanian researcher P. A. Juceviciene, she clarified the concept of

“module”, formulated principles of modular teaching and developing modular programs. V. V.

Karpov and M. N. Kakhtanov argue that a module is an “organizational and methodological

interdisciplinary structure of educational material, providing semantic concepts definition in

greater likelihood of promoting an extensive approach to learning.

abilities and demeanor in the absence of a teacher.

A module consists of the following components.

- Desirable pre-requisite skills.

- Entry behavior test.

Name: _(Optional)___________ Date: _ Score: ________