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Abstract
This study aimed to determine the effectiveness of the music-based self-learning module teaching intervention on Grade 8 learners’ academic achievement in Chemistry. A quasi-experimental one-group pretest-posttest research design was used among thirty-five (35) non-randomly selected Grade 8 Science, Technology, and Engineering (STE) learners. The instrument used for data collection was the researcher-made Chemistry Achievement Test (CAT). Statistical tools used were mean, standard deviation, and Wilcoxon signed-rank test. Results revealed that music-based self-learning module teaching effectively improved the academic achievement of Grade 8 STE learners in Chemistry. Additionally, there was a significant difference existed in the level of academic achievement in Chemistry between the pretest and posttest of Grade 8 STE learners before and after the intervention. The findings of the study highlighted the value of music-based self-learning module teaching as a powerful tool for improving the academic achievement of learners in Chemistry. Future research could investigate the impact of this innovative teaching strategy on different grade levels with different learning styles, and abilities.
