Development and Validation of an Instructional Module in Science, Technology, and Society (STS) in the Tertiary Education Curriculum

Aims: As an institution of higher learning, the Central Bicol State University of Agriculture (CBSUA) shifted its instructional modality during the COVID-19 pandemic through Virtual Learning Portal. This study aims to determine the effectiveness of a developed instructional module in Science, Technology, and Society (STS) based on the competencies of revised tertiary education curricula implemented in 2018 and how valid it is when utilized online.

Study Design: Descriptive-correlation design was used in the study.

Place and Duration of Study: The study was conducted at CBSUA, San Jose, Pili, Camarines Sur, in the second semester of 2020-2021.

Methodology: The developed instructional module for STS was uploaded to the University's Virtual Learning Portal (VLP) and utilized by 35 Bachelor of Secondary Education (BSEd) students comprised of 13 males and 22 females. The competencies of the IMs were based on the latest CHED Memorandum Orders (CMOs) of the teacher education curriculum. There were 15 modules and three assessments facilitated with pre-tests and post-tests for each module. The data were tabulated through means and t-tests.

Results: Results showed that the evaluator's overall rating on the developed instructional module, with a mean of 4.42, signified a good evaluation of its validity. Further, there is a significant difference between the pre-test and post-test means, with the absolute value of the computed t-stat (-5.515) being greater than the t-stat tabular/critical for a one-tail distribution (1.771) and two-tail distribution (2.160). Further, the mean of the post-test (6.538) is significantly higher than that of the pre-test (5.987), reflecting the improvement of the cognitive aspect of students.

Conclusion: The instructional module developed in STS with competencies aligned with the revised tertiary education curricula was valid despite the utilization of it through online modality due to the pandemic.