Learners’ Attitude Towards Science on the Use of Modular Learning

Abstract

The study determined the Senior High School (SHS) learners’ attitude towards Science on the use of modular learning. It also looked into the profile of the respondents and the significant difference in their attitude towards Science in terms of age, sex, track, parents’ educational attainment, and parents’ monthly income based on engagement, learning gains, motivation, self-efficacy, and views about Science. Descriptive-survey design was utilized and data were gathered online and in-person from 347 SHS students of Siargao Island Division, Surigao del Norte, Philippines.  They were treated statistically using weighted mean, standard deviation, and ANOVA. Findings revealed that most of the learners are 16-17 years old coming from parents who earned less than Php 5,000 a month. However, they had a more positive attitude towards science as compared to other age groups and income levels, and students’ attitude towards Science on the use of modular learning was influenced by engagement, learning gains, motivation, self-efficacy, and views about Science wherein students’ age and parents’ monthly income were depicted as significant predictors. It can be concluded that SHS students’ attitude on the use of modular learning was generally positive wherein younger ones coming from high-earning parents’ manifest attitude towards Science positively. Further, enhancing the students’ sense of self-efficacy and motivation consequently results in the development of a more positive attitude towards Science. The findings suggested developing an intervention for integration into the Homeroom Guidance Program for successful implementation.