Context-based chemistry teaching : its effect on student achievement / Melven A. Rudila.

Thesis (Master of Arts in Teaching General Science) -- Father Saturnino Urios University, 2018.

Includes bibliography.

Chemistry is known to have abstract concepts; however students can discover thrilling concepts and explore engaging activities through proper use of instructional approach. This study investigated the effect of context based on achievements of BSIT-ET students at Surigao State College of technology - Del Carmen. It used turmeric, ginger and onion as acid-base indicators as substitute for standard instructional materials for teaching the topic Acids, and Bases. Quasi-experimental, pretest-posttest non-equivalent control group design was used in the study. A total of 38 first year BSIT-ET students took the achievement test. Frequency and percentage were used to describe the achievement of students with reference to the school's grading system and t-test was used to determine the significant difference in the achievement of students taught with context-based (Section A) and traditional approach (Section B).Result showed that in pretest, 96% of students' achievement in Section B and 100% in Section A fall behind the 50% passing score. In posttest, both sections performed better, however only 40% of students in Section B passed the test while 60% fall short to the passing score. Whereas for Section A, 61% successfully passed the test and 39% fall short. T-test result showed significant difference between pretest and posttest achievement of students in both sections; but no significant difference between posttest achievements in both sections. This study concluded that context-based approach can match with the traditional approach while maintaining similar learning gains. Students can still learn regardless of the approach and would just differ on the degree of their performance.