Modified Useful-Learning Approach: Effects on Students‘ Critical Thinking Skills and Attitude towards Chemistry
Keywords:
Modified-Useful Learning Approach; Critical Thinking Skills; Attitude towards ChemistryAbstract
This study was conducted to assess the effectiveness of the
Modified Useful- Learning approach against the traditional teaching
approach in improving students‘ critical thinking skills and attitude
towards chemistry. Specifically, it sought to find out if the mean posttest
score in the critical thinking appraisal and chemistry attitude scale is
significantly higher for students exposed to the MUL approach than for
the students exposed to the traditional teaching approach.Modified
Useful-Learning (MUL) approach is a combination of Learning-for-Use
model developed by Edelson (2001) and Hypothetico-Predictive
Reasoning by Lavoie (1999). It is an innovative approach to teaching and
designed using group learning, hands-on and laboratory activities,
reflective thinking, discovery and inquiry learning and small group
discussion to increase student‘s participation.This study used the quasi-experimental pretest-posttest control-group design. The sample of the
study consisted of two intact sections of junior students at Diliman
Preparatory School, Quezon City during the School Year 2005-2006.
Thirty six (36) students were taught using the MUL approach, whereas
thirty eight (38) were exposed to the traditional teaching approach. The
instrument used in this study is the Watson-Glaser Critical Thinking
Appraisal and the Chemistry Attitude Scale developed by the
researchers. The instruments were content validated by group of experts
and was pilot tested. The MUL group showed a significantly higher
posttest mean score in the critical thinking test than the traditional
counterpart. Moreover, the mean rating in the attitude scale of the MUL
group was found to be significantly higher than that of the traditional
group.Based on the results of the study, it is recommended among
others, that the Modified Useful Learning (MUL) approach be used by
science teachers in their teaching as it was shown in this study that the
approach helps students improve their critical thinking skills and
attitude towards chemistry.
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