SUMMARY
This study was conducted to assess the effectiveness of the Modified Useful- Learning approach against the traditional teaching approach in improving students’ critical thinking skills and attitude towards chemistry. Specifically, it sought to find out if the mean posttest score in the critical thinking appraisal and chemistry attitude scale is significantly higher for students exposed to the MUL approach than for the students exposed to the traditional teaching approach. Modified Useful-Learning (MUL) approach is a combination of Learning-for-Use model developed by Edelson (2001) and Hypothetico-Predictive Reasoning by Lavoie (1999). It is an innovative approach to teaching and designed using group learning, hands-on and laboratory activities, reflective thinking, discovery and inquiry learning and small group discussion to increase student’s participation. This study used the quasi-experimental pretest-posttest control-group design. The sample of the study consisted of two intact sections of junior students at Diliman Preparatory School, Quezon City during the School Year 2005-2006. Thirty six (36) students were taught using the MUL approach, whereas thirty eight (38) were exposed to the traditional teaching approach. The instrument used in this study is the Watson-Glaser Critical Thinking Appraisal and the Chemistry Attitude Scale developed by the researchers. The instruments were content validated by group of experts and was pilot tested. The MUL group showed a significantly higher posttest mean score in the critical thinking test than the traditional counterpart. Moreover, the mean rating in the attitude scale of the MUL group was found to be significantly higher than that of the traditional group. Based on the results of the study, it is recommended among others, that the Modified Useful Learning (MUL) approach be used by science teachers in their teaching as it was shown in this study that the approach helps students improve their critical thinking skills and attitude towards chemistry.