IMPROVING CONCEPTUAL UNDERSTANDING ON CHEMICAL BONDING OF GRADE 11 STUDENTS THROUGH LEGO METHOD

This action research aimed to determine the effectiveness of the Lego Method in improving the conceptual understanding of Grade 11 students on chemical bonding. The study used the experimental research design with sixty (60) randomly selected Grade 11 students from Alegria Stand Alone Senior High school as participants who were grouped into two: the control and experimental group. The experimental group was given the intervention (Lego method), while the control group was given the conventional (lecture) method. The researchers used a validated 30-item questionnaire with table of specifications for pretest and posttest as the research instrument. Data were analyzed using the Mean, Standard Deviation, and Analysis of Covariance. The experimental group performed from poor to very satisfactory after the intervention was implemented, whereas, the conventional lecture method applied to the control group led them to achieve a performance from poor to satisfactory. The results in the analysis of covariance suggested that there is a significant difference in the performance of the control and experimental group before and after the intervention. Hence, the use of the Lego method as an intervention helped improve the conceptual understanding of the Grade 11 students on chemical bonding.