Magister - Journal of Educational Research

Effects of Shifting Schedules in Grade 7's Chemistry Achievement and Study Habits: Basis in the Production of Learning Packets

Jessa Manulat — 2023-11-17

This study examined the shifting schedules' effect on Grade 7's Chemistry achievement and study habits. A quantitative descriptive design was used with a questionnaire for the students' profiling and an adapted achievement test for the Chemistry achievement. It was pilot tested and had a reliability of 0.78, and the science master teachers ensured its validity. The respondents' profile and study habit data underwent descriptive statistical analysis, while a t-test was employed to ascertain the significance of achievement levels between the morning and afternoon shifts. The data revealed that the majority of the students from the two shifts were 12 years old and were females, had parents who were high school graduates, with a combined monthly income of Php1,000.00-Php5,000.00, were regular students from the public elementary schools, and showed a comparable level of Chemistry achievement. The study's findings indicated no significant difference in Chemistry achievement between the morning and afternoon shifts. Consequently, students are encouraged to enhance their study habits to bolster their performance in Chemistry. To facilitate this, the research output includes a comprehensible learning packet. The learning pocket provided objectives, lesson content, and assessments as a guiding tool for effective study sessions.

Keywords: Chemistry achievement, learning packet, shifting schedules, study habits

Analyzing Grade Seven Social Studies Self-Learning Modules: A Competency-Based Approach Leveraging the Most Essential Learning Competencies in Asian Studies

Exelcis Jee Balaza — 2023-11-17

Analyzing Self-Learning Modules (SLMs) on grade seven social studies based on the criteria for content selection necessitated a commitment to improving the Asian Studies curriculum. With this intent, the study also: (1) compared the most essential learning competencies (MELCs) and learning activities of grade seven in terms of the following predetermined criteria: self-sufficiency, relevance, soundness, viability, maturation, curiosity, and efficacy; (2) identified the assessment strategies utilized by the teacher in the SLMS in Asian Studies; and (3) formulated a framework on curriculum revision. This qualitative method uses a Deductive Content Analysis (DCA) design by coding and interpreting the textual material. The review of the SLMs vis-à-vis the criteria for content selection revealed the strength of autonomy and maturation among the seven criteria. To address the need to develop quality modules, a "SIR FAME" model was created to guide module development and instructional materials creation. The study recommends the provision of ample teacher training on module development and instructional materials, regular evaluation of the SLMs, upholding its criteria for content selection, formulation of its learning objectives, and appropriate resources for the planning, development, implementation, and evaluation among curriculum stakeholders to utilize "SIR FAME" model of curriculum cycle of revisions.