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040			_cCHED
100			_aRudila, Melven A.
245			_aContext-based chemistry teaching : _bits effect on student achievement / _cMelven A. Rudila.
260			_aButuan City : _bFather Saturnino Urios University, _c2018.
300			_axiii, 145 leaves : _bcolored illustration ; _c29 cm.
500			_aThesis (Master of Arts in Teaching General Science) -- Father Saturnino Urios University, 2018.
504			_aIncludes bibliography.
520			_aChemistry 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.
650			_aChemistry education _zEffect of context-based teaching _xResearch.
650			_aStudent achievement _zEffect of instructional approach _xResearch.
650			_aQuasi-experimental design _xResearch.
856			_zAbstract _uhttp://62.72.45.86/cgi-bin/koha/opac-retrieve-file.pl?id=40b7c04d3458869bded86fe876f11b55
856			_zTable of contents _uhttp://62.72.45.86/cgi-bin/koha/opac-retrieve-file.pl?id=043a477dc5c7035910e24accacd0601a
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