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Optimizing Science Instruction through Self-directed Learning

Jennifer P. Dimaandal, Dennis G. Caballes


This research aimed to determine the effectiveness of Self-directed Learning approach in optimizing Science instruction. The researchers utilized the use of quasi-experimental research as research design wherein no random selection nor assignment of groups were administered. The researchers also used an aptitude test to assess the performance of the controlled and experimental groups before and after the teaching and learning process. The aptitude test was validated by the experts.  The subjects of the study were the eighty-two (82) Grade 11 Humanities and Social Sciences (HUMSS) students of Buhaynasapa National High School for the School Year 2019-2020 taking up Earth and Life Science course. 

After careful analysis and interpretation of the gathered data, the researcher found out that the students had comparable levels of performance in the pre-test and post-test of the learners. Also appears that self-directed learning positively affects students’ performance. It conforms that teachers may utilize Self-directed learning as an alternative approach in optimizing Science Instruction that will cater the needs of the 21st century learners.


Optimizing, Effectiveness, Science Instruction, Self-Directed Learning.

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