www.ccsenet.org/ass Asian Social Science Vol. 6, No. 9; September 2010 Published by Canadian Center of Science and Education 49 Effectiveness of Modular Teaching in Biology at Secondary Level Riasat Ali (Corresponding author) Institute of Education & Research University of Science & Technology, Bannu, (NWFP) Pakistan Tel: 92-0928-621101 E-mail: drriasatali@yahoo.com Safdar Rehman Ghazi Institute of Education & Research University of Science & Technology, Bannu, (NWFP) Pakistan Tel: 92-0928-621101 E-mail: drsrghazi@yahoo.com Muhammad Saeed Khan Department of Education HazaraUniversity, Haripur Campus Haripur, (NWFP) Pakistan Tel: 92-03000-830-3638 E-mail: saeedagha@yahoo.com Shukat Hussain Department of Education Hazara University Mansehra, (NWFP) Pakistan Zakia Tanzeela Faitma Institute of Education & Research University of Science & Technology, Bannu, (NWFP) Pakistan Abstract The major purpose of the study was to explore the impact of modular teaching on the achievements of students. The study was experimental type. Equivalent group study design was used. The collected data of both groups were analyzed and interpreted using mean, standard deviation and t-test, and conclusions were drawn. The results of the study were in the favor of modular teaching approach, therefore, it is suggested that this approach should be widely used in conventional classroom at various levels of education. Keywords: Modular teaching, Effective teaching, Individualized instruction, Self learning, Self study package biology 1. Introduction Education is the only mean through which a society adjusts with its needs. Therefore, a society can never exist without education. Through education, the members of a society learn the skills to enrich, transmit and transform cultural heritage as well as existing social and scientific knowledge for the continuous advancement of the society. Teaching learning process has been inseparable to human being since ancient times. Leaders of human thoughts have endorsed memorable words about education, knowledge and learning. An educational system is explicitly based on the quest, what to teach and how to teach.” What to teach “means the learning material. The continuum of learning material swings from linguistic to scientific knowledge. The choice of contents and subject from the multifarious branches of knowledge is subjected to social needs. According to Johnson and Dalen (1988) there are certain moments in human history when it seems that all human activities and social organizations have been directed towards the extension of knowledge. They further say that