Graduate thesis (Education Major in General Science, Master of Arts in) -- Foundation University, 2025.

Includes bibliographical references and appendices

Abstract
This study investigated the effectiveness of three instructional strategies,
Conventional Teaching Method, Computer Interactive Simulator, and Localized
Instructional Material, in enhancing the performance and engagement of Grade 11
students in learning enzymes and the factors affecting enzyme activity. Grounded in
Kolb's Experiential Learning Theory, a true experimental pretest-posttests design
was used at St. Louis School of Don Bosco, Dumaguete City during the Academic
Year 2024-2025, with 39 students randomly assigned to one of the three groups.
Data were collected using pretest and posttest and a validated engagement
questionnaire measuring behavioral, emotional, agentic, and cognitive engagement.
Results revealed statistically significant improvements in student performance
across all groups, with CIS showing the highest effect size, followed closely by LIM,
with Cohen's d values of 2.66 and 2.01, respectively. Analysis of variance, however,
showed no significant difference among posttest scores, indicating that all three
methods were comparably effective. Engagement results highlighted that students
in the CIS and LIM groups exhibited very high levels of engagement across all
components, while the CTM group reflected moderate to high engagement.
Furthermore, no significant positive correlation was found between student
engagement and academic performance. These findings suggest that integrating
simulations and culturally relevant materials into instruction can enhance both
conceptual understanding and student involvement in science education.
Keywords: academic performance, computer interactive simulato, conventional
teaching method, enzyme, localized instructional material