Chapter 5

Summary, Conclusions and Recommendation

Summary

The following are the findings of the specific problems

raised in the study:

1. On the problems encountered by respondents in teaching

consumer chemistry using online learning modules.

The following data were gathered, “Lack of online

references on specific topics” and “Limited access to digital

materials” were extremely serious while “Unavailability of

online modules” and “Out-dated learning materials” were

moderately serious. On the other hand, teachers rated all

indicators as moderately serious.

2. On the extent of utilization of language-based modules

in teaching consumer chemistry.

The results show that the administrators rated textbooks

and learning activity sheets as utilized; modules and

laboratory manuals as moderately utilized; and language-based

learning modules as not utilized as depicted by the computed

mean values of 3.44, 3.78, 3.33, 3.11, and 1.33,

respectively. Whiles the teachers rated all instructional

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materials as utilized obtaining a mean value of 3.63 for the

five indicators.

The respondents believe that textbooks, modules, and

learning activity sheets are utilized, laboratory manual is

utilized, and language-based online learning module is

slightly utilized as evidenced by the computed composite mean

values of 3.54, 3.48, 3.71, 3.37, and 2.48, respectively.

3. On the development of language-based online learning

module in consumer chemistry based on the results of problems

encountered.

The following data were gathered “Lack of online

references on specific topics” and “limited access to digital

materials” were extremely serious. The extent of utilization

that language-based learning modules were not utilized due to

their unavailability.

4. On the assessment of the science teachers and

administrators to the acceptability of language-based online

learning module in consumer chemistry in terms of:

4.1 Objectives

All the respondents rated the objectives as highly

acceptable having a computed mean value of 4.67, 4.33, 4.56,

4.33, and 4.56 for the administrators; and 4.58, 4.68, 4.58,
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4.53, and 4.60 for the teachers. Combined with these results

come up with composite mean values of 4.63, 4.51, 4.57, 4.43,

and 4.58 with a grand mean of 4.54, respectively.

This shows that the objectives included in the

development of the learning modules were carefully crafted,

that they are specific, clear and easy to understand by the

learners, and that these objectives give directions on how

the tasks will be undertaken.

4.2 Contents

The administrators and the teachers rated all indicators

as highly accepted as evidenced by the obtained mean values

of 4.78, 4.56, 4.44, 4.67, and 4.56 for the administrators;

and 4.63, 4.63, 4.47, 4.58, and 4.58 for the teachers,

respectively. In general, the respondents rated the contents

as highly acceptable as shown by the composite mean values of

4.71, 4.60, 4.46, 4.63, and 4.57 with a grand mean of 4.59,

respectively.

4.3 Application

The administrators and teachers rated all indicators

highly accepted as indicated by the computed mean values of

4.44, 4.78, 4.78, 4.56, and 4.67 for the administrators; and

4.58, 4.53, 4.47, 4.42, and 4.37 for the teachers,

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respectively. Consolidating these ratings yielded composite

mean values of 4.51, 4.66, 4.63, 4.49, and 4.52 having a

grand mean of 4.56, respectively.

It is implied then that the applications included in the

learning modules enable the learners to apply the concepts

and principles learned and use them in practical tasks to

solve challenging problems.

4.4 Evaluation

The administrators and teachers rated all indicators as

highly acceptable as presented by the obtained mean values of

4.67, 4.67, 4.56, 4.67, and 4.67 for the administrators; and

4.63, 4.47, 4.63, 4.47, and 4.58 for the teachers. In

summary, the respondents rated the evaluation as highly

acceptable having composite mean values of 4.65, 4.57, 4.60,

4.57, and 4.63 with a grand mean of 4.60, respectively.

This means that various evaluation tools and techniques

were used to measure both knowledge and skills of the

learners after each unit of instruction.

4.5 Clarity

The administrators and the teachers rated all indicators

as highly acceptable having mean values of 4.44, 4.33, 4.44,

4.56, and 4.33 for the administrators; and 4.58, 4.53, 4.58,
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4.58, and 4.53 for the teachers, respectively. They rated

clarity of the learning modules as highly acceptable as

manifested by the computed composite mean values of 4.51,

4.43, 4.51, 4.57, and 4.43 with a grand mean of 4.49,

respectively.

This shows that the developed learning modules used

language within the level of the target clientele and that

the illustrations, graphs, and picture are clear and not

distorted to show the real image of the objects presented.

4.6 Navigation

All indicators were rated by the administrators and

science teachers as highly acceptable having computed mean

values of 4.56, 4.56, 4.56, 4.78, and 4.44 for

administrators; and 4.58, 4.58, 4.63, 4.47, and 4.63 for

teachers. Combining their ratings resulted in composite mean

values of 4.57, 4.57, 4.60, 4.63, and 4.54 with a grand mean

of 4.58, respectively.

This means that the language-based online learning

modules in consumer chemistry are easy to use, user-friendly

and can be manipulated with minimum assistance from the

teacher.

4.7 Organization
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The administrators and teachers rated all indicators as

highly acceptable as evidenced by the obtained mean values of

4.78, 4.56, 4.33, 4.33, 4.56, and 4.56 for the

administrators; and 4.53, 4.58, 4.37, 4.42, 4.47, and 4.58

for the teachers, respectively. The organization of contents

were also rated as highly acceptable having composite mean

values of 4.66, 4.57, 4.35, 4.38, 4.52, and 4.57 with a grand

mean of 4.51, respectively.

This means that the language-based online learning

modules in consumer chemistry are easy to use, user-friendly

and can be manipulated with minimum assistance from the

teacher.

4.8 Presentation

The administrators and teachers rated all the indicators

as highly acceptable with computed mean values of 4.67, 4.44,

4.56, 4.56, and 4.67 for the administrators; and, 4.42, 4.53,

4.42, 4.63, and 4.53 for the teachers, respectively.

Consolidating these results yielded composite mean values of

4.67, 4.44, 4.56, 4.56, and 4.67 having a grand mean of 4.54,

respectively.

This shows the contents of the learning modules were

presented in sequence based on the objectives and

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competencies and that the language, images, graphs, and

pictures are very clear and within the understanding level of

the learners.

4.9 Usefulness

The administrators and teachers rated all indicators on

the usefulness of the learning modules as highly acceptable

as depicted by the computed mean values of 4.67, 4.56, 4.78,

and 4.67 for the administrators; and 4.68, 4.58, 4.74, and

4.63 for the teachers, respectively. In general, they rated

the usefulness of the developed learning modules as highly

acceptable with composite mean values of 4.68, 4.57, 4.76,

and 4.65 having a grand mean of 4.66, respectively.

It is implied then that the developed learning modules

assist the learners to learn the complex principles and

concepts of consumer chemistry and that it improved their

performance in the subject.

5. On the significant difference in learners' performance

in the pre-test and post-test before and after using the

language-based online learning module.

The controlled and experimental groups have low

performance in the pre-test as revealed by the results of

15.15 and 15.27, respectively, while their performance in the

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posttest manifested that both groups are moving towards

mastery having mean scores of 33.11, and 40.49, respectively.

The pre-test and post-test results of the controlled

group yielded t value of 21.114 which exceeded the critical t

value of 2.028 at 0.05 level of significance and verbally

interpreted as significant. The obtained t value of 29.041

for the experimental group exceeded the critical t value of

2.028 and verbally interpreted significant.

The results show that both groups performed better in

their post-test as compared with their pre-test. On the other

hand, the mean score of the experimental group in their post-

test is greater than that of the controlled group with a mean

score difference of 7.38 that indicates that the experimental

group which utilized the language-based on-line learning

modules performed better than the controlled group.

The pre-test and post-test results of the controlled

group yielded t value of 21.114 which exceeded the critical t

value of 2.028 at 0.05 level of significance and verbally

interpreted as significant.

Similarly, the obtained t value of 29.041 for the

experimental group exceeded the critical t value of 2.028 and

verbally interpreted significant. This shows that both

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groups performed better in their post-test as compared with

their pre-test.

The mean score of the experimental group in their

posttest is greater than that of the controlled group with a

mean score difference of 7.38 that indicates that the

experimental group which utilized the language-based on-line

learning modules performed better than the controlled group.

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Conclusions

Based on the findings of the study, the following

conclusions are drawn:

1. The problems encountered by teachers in teaching

consumer chemistry using online learning modules are limited

access to digital materials and lack of online reference on

specific topics.

2. The language-based online learning module is not

utilized by administrators and teachers due to the limited

access to digital materials and a lack of online references.

3. There is a need to develop a language-based online

learning module that would be utilized by the teachers for

the delivery of instruction that would be based on the K-12

Science Competencies.

4. The science teachers and administrators assessed the

language-based online learning module to be acceptable based

on the following categories:

4.1. The objectives were carefully crafted, specific,

clear, easy to understand and provide directions to

undertake the task;

4.2. The content of the online learning modules adheres

to the objectives and competencies of the subject;

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4.3. The application engages learners to apply concepts

and principles in solving challenging problems;

4.4. The evaluation tools and techniques measure both

knowledge and skills of the learners;

4.5. There is absence of ambiguity in the online

learning modules and that all parts of it are clear and

not distorted;

4.6. The navigation is easy to use, user-friendly and

can be manipulated with minimum assistance from the

teacher;

4.7. The contents of the online learning modules are

arranged with increasing difficulty that establishes

confidence in the learners;

4.8. The online learning modules are presented in

sequence based on the objectives and competencies, and

that the language, images, graphs, and pictures are very

clear and within the understanding level of the

learners, and

4.9. The online learning modules enable learners to

learn complex principles and concepts of consumer

chemistry.
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5. There is significant difference in the learner's

performance between the pre-test and post-test before and

after using the language-based online learning module.

Recommendations

Based on the findings and conclusions presented, the

following recommendations are suggested:

1. The developed Language-Based Online Learning Modules in

Consumer Chemistry be utilized by the Science High Schools

and Special Science Classes in the National Capital Region.

2. The developed Language-Based Online Learning Modules in

Consumer Chemistry may be utilized by the regular public high

schools, both JHS and SHS, offering chemistry subjects.

3. The Language-Based Online Learning Modules in Consumer

Chemistry may be used by science students to enhance and

improve their performance.

4. A future study may be conducted to verify the

consistency of the high-level acceptability of the developed

Language-Based Online Learning Modules in Consumer Chemistry

instructional material.

5. The Bureau of Curriculum and Instruction of the

Department of Education consider the inclusion of consumer

chemistry as an emerging subject in the future.