Authors:1Catherine C. Eldian, 2Rovy M. Banguis
1College of Education- Graduate Studies
2Department of English, College of Arts and Sciences, Mindanao State University – Buug Campus, Buug, Zamboanga Sibugay, Philippines
Email: rovy.banguis@msubuug.edu.ph
ABSTRACT
This study aimed to determine academic performance in Science among the Grade 9 students of Buug National High School in the barangay Manlin,
Buug, Zamboanga Sibugay. There were 186 student respondents covered out of over 300 students. The final samples of 186 (via Slovin) were taken
fairly from 8 sections. Performance of students in science were determined through their grades in face-to-face approach and modular approach. The
study further aimed to determine the students’ level of learning retention which was realized by administering a 20-item test (standardized) representative of different fields of science. Using a quantitative-descriptive design and correlation design, the study yielded the following major findings.
Students’ performance in science based on their grades under face-to-face instruction was “Very Satisfactory” while using modular instruction was
only “Satisfactory”. Students had better performance in science via face-to-face approach compared to modular approach. The students’ level of
learning retention was only “Moderate”. There was no significant correlation between students’ performance in science (face-to-face) and their level
of learning retention. There was no significant correlation between students’ performance in science (modular) and their level of learning. Based on
the findings of the study it is concluded that students’ Science performance proves better using Face-to-Face approach compared to modular approach. It is concluded further students’ level of learning retention which never correlated to both performance (face-to-face and modular) needs to be
intervened as learning retention is essential to acquiring or stocking knowledge not only in science but also in other subjects.
Keywords: Science performance, face-to-face, modular instruction, learning retention