Improving the achievement of students with varied brain dominance through chemistry interactive notebook / Lorraine A. Voloso

Master's thesis.

College of Science. -- Master of Arts in Teaching - General Science : Technological University of the Philippines, 2019.

Includes bibliography.

The primary purpose of the study was to determine the effect of Chemistry Interactive Notebook (CIN) as a tool to improve the achievement in chemistry of the students with varied brain dominance. Two intact classes of Grade 9 composed of 80 students from Governor Ferrer Memorial National High School-Main during the second quarter of the school year 2018-2019 were involved in the study. The single group pretest – posttest pre-experimental design was used in the study and the sample was selected using purposive sampling. The study used seven research instruments namely; Chemistry Achievement Test (CAT), CIN, CIN Lesson Plans, CIN Performance Rubrics, Brain Dominance Inventory, Writing and Visual Skills Questionnaire, and Student Experiences Survey. Descriptive statistics such as the mean, standard deviation was employed as well as inferential statistics. The t-test for dependent samples was used to test the difference between the pretest and posttest means in the CAT at 0.05 level of significance. Findings of the study showed that the majority of the students are left brained. Left brained students are those excellent in logic, sequencing, linear thinking, mathematics, facts and thinking in words. The writing skills of the students improved upon the integration of chemistry interactive notebook. The students further developed their writing skills and improved their grammar and the retention of the topic became better. The visual skills of the students also improved through the inclusion of chemistry interactive notebook. The students were able to show their creative side. The students’ achievement in chemistry in the posttest is significantly higher than their achievement in the pretest. The p-value associated with the computed t-value is less than the level of significance set for the study indicating that the mean difference in chemistry achievement is significant. There is also a significant difference in the science achievement of the students across brain dominance group. The left-brained students outperformed the right- brained students. The performance of the students in their Chemistry interactive notebook activities was excellent. Results of correlation analysis indicated that there is a significant relationship between the achievement and performance of the students in the CIN activities while there is no significant relationship between the achievement and communication skills of the students. The study concluded that CIN tends to improve the achievement in chemistry of the left-brained students.