iPAD-Integrated Instruction and Senior High School Learners’ Science Process Skills and Achievement in Chemistry

This quasi-experimental research aimed at ascertaining the effects of the use of iPad as a teaching approach on the Science Process Skills and Science Achievement of Grade 11 learners. Seventy Grade 11 learners coming from two intact classes with 35 learners in each class of Ateneo de Iloilo composed the two treatment groups, the traditional and iPad-integrated classes. The comparability of the two groups was tested in terms of their pretest scores in Science Process Skills and Science Achievement tests. This research utilized the researcher-made tests in Science Achievement and Science Process Skills. The statistical tools employed were mean, mean gain, and standard deviation for descriptive statistics; t-test for independent samples and Pearson’s product moment correlation for inferential statistics. The study revealed that the pre intervention levels of performance of both the traditional and iPad-integrated classes were “Average” in Science Process Skills and “Average” in terms of Science Achievement. The posttest scores in Science Process Skills revealed that the learners exposed to iPad-integrated instruction had “Average” level and  those who were exposed to the traditional instruction had “Very High” levels of Science Process Skills. On the other

hand, their posttest scores in Science Achievement were “High” and “Average” for the iPad-integrated and traditional classes, respectively. No significant differences were observed in the pretest scores of the learners in Science Process Skills and Science Achievement in both groups. Meanwhile, there were significant differences in the post-intervention Science Process Skills and Science Achievement of the learners in the traditional and iPad-integrated classes. Moreover, significant difference was observed in the mean gains scores in Science Process Skills and Science Achievement of the two groups. Significant relationships were likewise observed between the posttest scores in Science Process Skills and Science Achievement. However, Science Process Skills and Science Achievement had significant relationship but had weak correlation. It is recommended that in teaching Chemistry, iPad-integrated instruction should be blended with traditional instruction as both were found to be complementary strategies that result in enhanced Science Process Skills and Achievement of the learners.