BITE-SIZED LEARNING MATERIALS IN TEACHING CHEMISTRY
Ronalyn Ramos Castro
PhD Science Education
STATEMENT OF THE PROBLEM
This study seeks to examine how bite-sized learning materials affect students’
conceptual understanding of the topics in Chemistry 10. More specifically, this study
answers the following questions:
1. What are the students’ conceptual bite-sized learning materials based on:
[Link] scores; and
[Link] score?
2. Is there a significant difference in pretest and posttest mean scores of the
students in the conceptual understanding before and after their exposure to
BSLM?
3. What are the students’ mental models during the implementation of bite-sized
learning materials?
4. What is the students’ perception on the utilization of the BSLM?
RESEARCH HYPOTHESIS
Ho: There is no significant difference in pretest and posttest mean scores of the
students in the conceptual understanding before and after the utilization of Bite-sized
Learning Material.
THEORETICAL/CONCEPTUAL FRAMEWORK:
Theoretical Framework
The utilization of BSLM in learning Chemistry in improving the conceptual
understanding of Grade 10 students was supported by the Cognitive Load Theory (CLT.
Cognitive Load Theory is a psychological theory that explains how our working memory
processes information. It posits that our working memory has limited capacity, and when
overloaded, it can hinder learning and comprehension.
According to this theory, in order to optimize learning, it is very crucial to
minimize extraneous cognitive load and maximize germane cognitive load. Some
strategies to achieve this includes the following, Chunking Information or simply
breaking down complex information into smaller, more manageable chunks. This is what
the BSLM is all about, since the researcher will be making the learning module brief and
use simple words that can be easily understood by the learners. Using Clear and
Concise Language or avoiding unnecessary jargon and complex sentence
structures. Providing Visual Aids this will be done by using diagrams, charts, and other
visual aids to support learning. Active Learning Strategies by engaging learners in
activities that require them to apply their knowledge and letting the, do activities that are
connected to the topics presented. And lastly is spacing out learning sessions to allow
for consolidation and retention. By understanding and applying Cognitive Load Theory,
educators and instructional designers can create more effective learning experiences
that reduce cognitive overload and enhance learning outcomes. This was supported by
Arnab et al,. 2021, that bite-sized learning is an educational approach that
divides learning materials into smaller, more manageable chunks also
supported by Halimi & Mazlan, 2023; Manning et al., 2021. This approach
can enhance learning effectiveness and efficiency by presenting information
in smaller, digestible portions, making it easier for learners to absorb.
Conceptual Framework
For a clear perspective of the research, the problem is presented using a research
paradigm.
QUANTITATIVE
Post-test Data and
INTERVENTION Results
QUANTITATIVE
Pre-test Data and QUALITATIVE
Results Perceptions of
students in the
utilization of BSLM
QUALITATIVE
Mental Models
Figure 1: Research paradigm on Effectiveness of BSLM in the Conceptual
Understanding of Grade 10 Students in Chemistry
The study hypothesizes that the Online Collaborative Learning (OCL) strategy,
implemented through collaborative tools and activities, enhances the conceptual
understanding of Grade 10 students in Chemistry. The framework assumes that the
utilization of BSLM will leads to improvement in the understanding of Chemistry
concepts. Also the quantitative and qualitative part of the research is presented using
the diagram above. This will serve as guide to the researcher on how the study will take
place after the necessary requirements for implementation will be approved by experts.
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