THE EFFECTS OF MODULAR LESSON TYPE IN

TEACHING ENVIRONMENTAL SCIENCE TO THE

ACADEMIC PERFORMANCE OF GRADE SEVEN-
STE OF OSMENA NATIONAL HIGH SCHOOL,
OSMENA, MARABUT, SAMAR
AURE, M.J., SIMBORIO, M., & MERCADO, S.
BACKGROUND OF THE STUDY

• Philippine education in teaching Science is

lagging behind the Trends in International
Mathematics and Science Study (TIMMS).
• In 2003, the last year the Philippines
participated in the study, the country ranked
43rd out of 46 countries in high school science
(Macha, 2018).
BACKGROUND OF THE STUDY
• This study will anchor on a number of theories
or ideas on the efficacy of instruction,
however will focus in environmental science.
• Since Philippine education recognizes a
growing realization that it is best to provide
students in a diverse learning techniques and
strategies (Guido, 2014).
STATEMENT OF THE PROBLEM
In this study, we will look into the effects of
modular lesson type in teaching Environmental
Science to the academic performance in to
Grade Seven STE students of Osmena National
High School, Osmena, Marabut, Samar.
STATEMENT OF THE PROBLEM
Finally, this will seek to answer the following
questions:
1. What are the effects of modular type lesson
in teaching Environmental Science to the
academic performance of Grade Seven – STE
of Osmena National High School, Osmena,
Marabut, Samar?
STATEMENT OF THE PROBLEM
2. Is modular type lesson in teaching
Environmental Science to Grade Seven – STE
more effective than traditional teaching
method?
STATEMENT OF THE PROBLEM
3. Is there a significant relationship in modular
lesson type in teaching Environmental Science
to the academic performance of Grade Seven
– STE in terms of:
a) Location?
b) Family Income?
c) Accessibility to new media?
END