Effectiveness of Scamper Based Module in Learning Literature Among Grade 11-ABM Students
DOI:
https://doi.org/10.5281/zenodo.20442787Keywords:
learning literature, intervention, module, pretest, posttestAbstract
The goal of this quasi-experimental research was to establish a causal relationship between independent and dependent variables. This research aimed to assess the effectiveness of the Scamper-Based Module, developed by the researcher, in enhancing the learning of literature among Grade 11-ABM students. The module served as an intervention to improve students' proficiency in English literature. The research instruments included the developed module, pretest, formative test, and posttest questionnaire. Mean scores were used as statistical tools to calculate the participants' learning literature performance in the pretest, formative test, and posttest. The paired T test was employed to compare the mean scores before and after exposure to the Scamper-Based Module. The findings indicated a rejection of the null hypothesis, which suggested no significant difference between the mean scores of formative tests in students' learning literature in the two groups during exposure to the Scamper-Based Module. The participants are composed of 15 students per group. Comparing the pretest and posttest mean scores of the two groups with different approaches revealed a significant increase in English literature proficiency among learners exposed to the module. The results demonstrated that students who received the intervention through the Scamper Based Module showed improvement in their learning literature compared to those who did not receive the intervention. Based on these findings, it can be concluded that the Scamper-Based Module is effective in enhancing the learning literature of Grade 11-ABM students. The teachers may consider enhancing the literature learning competency of senior high school students by exploring frameworks that will guide them in teaching literature.
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