Design and Evaluation of A Module in Climate Change and Disaster Risk Management (CCDRM)

Abstract

The effectiveness of their teaching strategies has always been a concern for every professional teacher. Teaching strategies include students in every step of the learning process and encourage them to study. For this study, frequency (f), percentage (%), mean (M), and standard deviation (SD) and mixed factorial analysis of variance (MANOVA) were used. The intervention was given to the treatment group which was the synchronous learning modality, while the control group was represented by the asynchronous /self-regulated learning modality from 100 students of Isabela State University – Jones Campus under the new normal condition. The research instrument was developed for “Design and Evaluation of a Module in Climate Change and Disaster Risk Management (CCDRM)”. It is revealed that the overall results on the teachers’ and student evaluation of the CCDRM learning module show relatively high using the set indicators. During the pre-test, there was a higher proportion of students with moderate performance for asynchronous classes and fewer students with low performance compared to those who would undergo synchronous classes and during the post-test, there was a higher proportion of students with moderate performance for asynchronous classes and fewer students with low performance compared to those who underwent synchronous classes. As to the student’s performance, there was no statistically significant difference in the scores for synchronous and asynchronous classes. To teach university students about climate change and disaster risk management, it is advised that this research demonstrated the effectiveness of both the asynchronous and synchronous strategy. Keywords: Asynchronous, Synchronous, Climate Change and Disaster Risk Management, Teaching strategies