DEVELOPING MODELING SKILLS OF MATHAYOM 4 STUDENTS MODEL-BASED LEARNING ON COVALENT BONDS

Abstract

        This study aimed to examine the effectiveness of Model-Based Learning in developing Grade 10 students’ modeling skills on the topic of covalent bonding. A one-group pretest–posttest quasi-experimental design was employed. The participants were 39 Grade 10/3 students selected through purposive sampling, as the researcher was responsible for teaching this class. The research instruments included Model-Based Learning lesson plans, activity logs, modeling tasks, semi-structured observation forms, and a modeling skills test. Data were analyzed using mean, percentage, categorization, and pre- and post-test comparisons.

        The results revealed that students’ modeling skills improved after the implementation of Model-Based Learning. The activity logs indicated continuous improvement across four instructional cycles, with mean percentage scores of 66.53%, 75.00%, 82.34%, and 95.34%, respectively. The observation results also showed a progressive development of students’ modeling skills from a low level in the first lesson, to low–moderate in the second, moderate in the third, and high in the fourth. In addition, the modeling skills test indicated that the mean pre-test score was 2.36 (23.59%), whereas the post-test score increased to 8.05 (80.51%). Data were analyzed individually and subsequently categorized into high, medium, and low ability levels. A statistically significant difference was found between pre-test and post-test scores at the .01 level. The findings suggest that Model-Based Learning is an effective instructional approach for enhancing students’ modeling skills in chemistry education.