World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp.45-61
PATRICIA SOFIA C. DIZON
Master of Arts in Education major in Physical Science
Tarlac State University
ABSTRACT
This study developed and validated collaborative learning modules in Chemistry 9, a learning material that purely consists of collaborative activities in all its parts. The researcher applied the ADDIE model in developing the modules. For the validation of the modules, the researcher adapted the Department of Education’s LRMDS Evaluation Tool for Print Resources. Five experts in science education evaluated the material's content, format, presentation, and organization, and the up-to-datedness of information. During learning sessions, 30 Grade 9 students utilized the collaborative learning modules and validated their effectiveness based on their pre-test and post-test results.
The results indicated that the Chemistry 9 collaborative learning modules did well on all factors, with average scores of 3.91, 4.00, 3.92, and 4.00, respectively. Validators confirmed its validity and recommended its use as a learning material. In relation to this, the paired samples t-test results indicated that there was a significant increase in scores from pre-test to post-test, t(29) = 31.2, p < .001. The mean increase of 24.5 points indicates a large improvement, and the effect size (Cohen’s d = 5.69) shows that the intervention had an exceptionally large practical effect.
The study recommends the continued enhancement and application of collaborative learning in science education. Future researchers may explore alternative instructional design models beyond ADDIE and integrate varied teaching strategies to strengthen module development. Science teachers are encouraged to use the validated Chemistry 9 collaborative learning modules as supplemental materials to promote active participation, deeper understanding, and improved teamwork among students. Ongoing refinement and contextualization of the modules are advised to ensure their relevance across diverse learners and school settings. Additionally, further validation studies involving larger and more varied samples, extended implementation periods, and additional science topics or grade levels are recommended to broaden the applicability and effectiveness of collaborative learning approaches in science instruction.
Keywords: Collaborative Learning, Learning Modules, Chemistry 9, ADDIE Model, Module Validation
https://doi.org/10.65494/pinagpalapublishing.68
