Instructional Modules for Constructivist Environmental Learning in Science, Technology and Society (STS) Subject

Abstract

Modules enable students to engage with content at their own pace, fostering autonomy and deeper understanding. The modular approach ensures clarity in presenting objectives, instructions, and concepts, while having illustrations, activities, and assessments could enhance comprehension and retention. This paper was a developmental study on STS module for college students using the ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation). Sampled 673 first-year students from Northwest Samar State University participated in the study, with 299 participating in a test try-out and 374 in the students’ performance evaluation. Three expert evaluators with backgrounds in science, English, and psychology, each with over four years of experience, assessed the modules to ensure alignment with the study’s constructivist learning goals and instructional integrity. The findings revealed that both students and experts had rated the instructional module positively, indicating its effectiveness in facilitating learning and completing lessons. Key aspects such as the style of illustrations and written expressions, the usefulness of learning activities, and the guidance provided by illustrations and captions were especially well-received. The module was praised for its clear objectives, understandable instructions, and engaging tasks like trivia and puzzles. Expert evaluations highlighted relevance, simplicity, and balanced emphasis on topics in the module content. Furthermore, students in test group demonstrated significant improvement in performance, with post-test scores notably higher than pre-test scores, confirming the module’s effectiveness in enhancing learning outcomes. Consequently, this paper provides an opportunity to integrate science learning with initiatives aimed at promoting environmental preservation and driving social change.