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Actionresearchtes 141019120735 Conversion Gate01
Actionresearchtes 141019120735 Conversion Gate01
ABSTRACT
INTRODUCTION
Elementary school students are naturally curious, which makes science an ideal
subject for them to learn. Science allows students to explore their world and discover
new things. It is also an active subject, containing activities such as hands-on- labs and
important part of the foundation for education for all children. (Jessica Cook, eHow)
Science teaches children necessary skills that they can use in other areas of
their lives. Kidsource.com reports, “Early experiences in science help children develop
problem-solving skills and motivate them toward a lifelong interest in the natural world.”
(Batomalaque, 2009) Another justification for the inclusion of science in school curricula
is that all citizens need to achieve a degree of “scientific literacy” to enable them to
functional literacy, without which they find it too difficult to meet the challenges posed by
continues to be the most difficult field of study in basic education. The results are
intended to guide the Department of Education in its efforts towards the improvement of
the quality of education in public schools and to provide appropriate intervention for the
students.
According to the Basic Education Curriculum Primer 2002, Science and Health
aims to help the Filipino child gain a functional understanding of science concepts and
principles linked with real life situations, acquire science skills as well as scientific
attitudes and values needed in solving everyday problems. These pertain to health and
sanitation, nutrition, food production, and the environment and its conservation. There is
no Science and Health for Grades I and II but simple science and health concepts which
start in Grade III using English as medium of instruction. In Grades IV-VI, more
complex study of Science concepts will be taken up in preparation for High School
work. The goal of Science is to demonstrate understanding how science, technology
and health relate to the comprehension of the environment and application of skills,
But with the problems persisting today in Philippine education system, our stand
for functional literacy to empower learners is at stake. The scarcity of teachers, poor
meaningful life. The Trends in Mathematics and Science Survey (TIMSS) alone which
was conducted five years ago revealed unsatisfactory results, the Philippines ranked
41st in Math and 42nd in Science out of 45 countries that were tested (Manila Times
2004). This proved that vast majority of Filipino students have performed way below par
in all national achievement tests, and below the levels of most students from other
countries in the international tests. Thus, education managers must focus on reforming
and delivering quality instruction so that the Basic Education Curriculum will not be
This reflects the high dropout rates of children before the start of Grade 4 (or by
age 10). Department of Education (DepEd) data show that for every 100 children who
enter Grade 1, close to 15 do not make it into Grade 2, and roughly one-quarter (24
intervention materials in Science for Grade 4 students that will enhance learning and
remedy the least mastered skills of the students, thus attain growth in their academic
performance.
This study aimed to develop strategic intervention materials in Science that will
enhance learning and remedy the least mastered skills of the students, thus attain
1. What is the level of academic performance of the pupils based on the pre-test
and post test results using the two strategies in teaching Science:
2. What significant difference that exists between the pre-test and post-test
results between:
People who work with the students should clearly understand the nature of the
learner in order to be more effective in their dealings with them and with their problems.
With these findings, it is hoped that a vivid picture of their nature, needs and aspirations
can be seen and therefore become foundations for a good teacher-student relationship.
School Administration. The findings of the study may help them plan appropriate
interventions to fit student’s needs, especially to students with learning difficulty. and
Curriculum Makers. Through this study, curriculum makers may able to devise the
education.
Science Supervisors. The result of the study may serve as the catalyst in improving
instructional methods and identify the needs that caused the weakness in achieving
good scientific skill. Implementing of the strategies and other measures necessary to
Science Teachers. They may find the result of the study helpful in planning and
level inside the classroom and encourage other teachers to upgrade their methods and
supporting the needs of their child and improve their relationship as supporters and
Pupils. This study may be a great help to pupils. It could give them motivation on how
to cope with their difficulty and motivate them to study hard to overcome their weakness
in Science.
Future Researchers. This study may serve as valuable source of data while
The sample respondents of the study covered all 330 Grade Four pupils (165
males and 165 females) currently enrolled in Tunasan Elementary School during the
School Year 2011-2012. The grade four pupils were tested which consists of eight
sections. Four sections were taught using the traditional method (155 pupils) while the
remaining 4 sections were taught using the Strategic Intervention Materials (175 pupils).
Table 2
Distribution of Population
Gr. And Sec. No. of Male No. of Female Total Teaching Method Used
DESCRIPTION OF RESPONDENTS
This study was composed of respondents from pupils who are currently enrolled
in Tunasan Elementary School. In this manner, the respondents were grouped by grade
level with eight sections. Each section had diverse qualities in terms of intellect and
scientific ability.
The sample respondents of this study covered the 330 randomly selected pupils
(165 males and 165 females) of Tunasan Elementary School enrolled during the School
Year 2010-2011.
INSTRUMENTATION
They were intervention materials which designed to help teachers provide the
students a needed support to make progress. They tried to increase and deepen their
skills, knowledge and understanding from concrete science to what is more abstract.
They gave the students the opportunity to explore their understanding and make sense
of these new scientific ideas. They helped the students what they know and understand
from the teacher to formalize their thinking. Furthermore, they were instructional
materials meant to reteach the concept (s) and skill (s) to help the learners master a
competency-based skill which they were not able to develop during classroom teaching.
Each intervention material has five parts such as the guide card, activity card,
assessment card, enrichment card and reference card. The guide card stimulated the
students’ interest on the topic discussed and gave a preview of what they would learn. It
presented the skill focus that mentioned the learning competency, the three subtasks or
activities and the concrete outcome or product students are expected to demonstrate or
produce. This cited the activities and challenged the learner in performing the tasks
which were competency-oriented and can be done individually or per group. The activity
card followed the guide card where it translated the focus skills in at least three
activities. It provided activities that were organized based on the sequence of the focus
skills written in the guide card and included examples to concretize the concepts,
particularly those drawn from real life experience. The activities included in the activity
allowed students to make discoveries and formulate ideas on their own, guide and
challenge their thinking and learning and use local data and situations like interacting
with people in the community. It also provided transition statements that reorganized
guided students to develop concepts and focus skills, elicited the message or meaning
that a student can take away from an activity and established the relationship between
the topic/lesson and what students already know or are familiar to them. The
assessment card provided exercises, drills or activities that allowed students to assess
their understanding of what they have learned correct errors when appropriate and
monitor their learning and use feedback about their progress. This card was formulated
icvln standard test formats to give students practice in test taking techniques. It
therefore has a separate card that includes the answer key. The enrichment card
provided activities that reinforced the content of the lesson and provided opportunities
for students to apply what they have learned to other subject areas or in new contexts. It
their own questions. The reference card provided reading to students. It related the
content with the students’ life experiences. It included a carefully and well-researched
list of resources that helped students reinforce concepts and skills that they learned. It
with the tasks/objectives, kept the activities short and simple, provided a variety of
activities to cater to the diverse learning styles; provided number of activities so that the
learner can have enough practice in developing the skill and lastly focus on the least
2. PRE-TEST/ POST-TEST
It was a 20-items teacher-made test which was designed to measure the mastery
level of the students on the lesson chosen by the researcher. The items in the test were
analyzed and the difficulty/discrimination indices were taken to discard or reject the
item. Items which were not within the range of 0.20 to 0.80 difficulty index and 0.30 to
0.80 discrimination index were discarded and items fall within the prescribe limit were
retained. Furthermore the validated test was finalized and a pilot pretest was
group was exposed to the use of SIM while the control group used the traditional way of
teaching. Likewise, a pretest was given to both groups before the introduction of the
lesson and a posttest after the end of the lesson. Both pretests and posttests given to
ACTION PLAN
Had been permitted by the School Principal, Mr. Antonio C. Gagala and the
School had identified the least mastered skills in Grade Four Science and found out that
mastery level was not achieved by the students in the previous years and current year.
Thus, the researcher chose the least skill of all the least mastered in all the
competencies given by the Department of Education which was the content of the
experiments. The experimental group was exposed to the use of SIM while the control
group used the traditional way of teaching. Likewise, a pretest was given to both groups
before the introduction of each lesson and a posttest after the end of each lesson. Both
pretests and posttests given to the experimental and control group were the same.
The lesson in the intervention was read and studied by the students and the
researcher directed the students to learn in the context of their own personal
experiences. Furthermore, the control group was given the same lesson, same number
of contact time and rules with the experimental group. They were given the same
pretests and posttest after the treatment. And their scores in every treatment were
tallied and interpreted by the researcher to determine whether there were significant
academic performance of pupils in Science using traditional method vs. the use of
strategic intervention material. Statistically, the problems of the study were answered by
1. Level of academic performance of the pupils based on the pre-test and post test
Table 3
Results of the Pre-Test and Post-Test Results Using Traditional Method of Teaching
It could be seen from Table 3 that all of the sections in Grade Four has an MPS
increase between the pre-test and post-test results. However, only Grade IV-2 got the
Mastery Level of 84.09 % MPS among the other sections in Grade IV. Most of them got
nearing mastery and beyond the DepED Target which is 75% passing scores.
Table 4
Results of the Pre-Test and Post-Test Results Using Strategic Intervention Material
(49.42%) Grade IV-7 got the highest increase (56.11%). Posttests indicated that
students who were taught with material employing the causal style of discourse had
significantly better retention of facts and concepts and were superior in applying this
presented.
2. Significant difference that exists between the pre-test and post-test results
between:
2.1Traditional Method
Table 5
T-Test on the Significant Difference between the Pre-Test and Post-Test Results
Between Traditional Method against Strategic Intervention Material
Variable T-Value P-Value Decision Interpretation
results between the two teaching method. This means that pupils from both groups had
the same understanding of the lesson before it was taught. But during the Post-test
periods of the two teaching method after the lesson was taught, it showed significant
difference. This means that the experimental group which used the Strategic
Intervention Material significantly better retention of facts and concepts and were
The researcher’s findings agreed with the findings of Hogan (2000) and
Woodward (2004), who found out that intervention materials contributed to better
learning of the concepts among students. Posttests and maintenance tests indicated
that students who were taught with material employing the causal style of discourse had
significantly better retention of facts and concepts and were superior in applying this
can build on past experience, relate what they are learning to things that are relevant to
collaboration with other students and faculty, and communicate their results effectively.
Findings
and control group in the pretests. They were of the same level of intelligence and
mastery before they were exposed to experiment. Although there was slight difference
on their mean score, it was not that significant based on the computed t-value of 0.476
at 0.05 significance level. This attested that both groups of respondents had the same
level of mastery before an intervention was introduced to the experimental group and
3. There was significant difference on the performance of the experimental group in the
pretest and posttest. The difference in the mean scores of posttest and pretest of 8.93
was indeed significant. There was a positive transfer of learning in the two groups.
However, higher mean was observed from the experimental group after the
based –skills in science based on the mean gain scores in the posttests of the
1. The experimental and control groups performed at the same level before the
experiment.
3. The experimental group performed better in the posttest than the control group.
skills. There was significant difference between the mean scores in the posttests of the
Recommendations
Based on the outcomes and implications of the study, the following are recommended:
1. Science teachers can use the strategic intervention materials made by the researcher
to re-teach the concepts and skills and help the students master the competency-based
skill
2. Seminars and in-service training should be conducted in the division level regarding
classroom.
3. Science teachers should develop more strategic intervention materials for the
4. Strategic intervention materials for other subjects should be made to address the
another venue.
References
Das, R C.( 2004) Science Teaching in Schools. Sterling Publishers Private Limited
March 1990
Garcia, Maan V.( 2003, September). Educator, Magazine for Teachers, Manila
Philippines
Llewellyn, D. (2005) “Teaching High School Science Through Inquiry: A Case Study Approach”
Thousand Oaks, CA: Corwin Press.
Manila Times, Tuesday, July 6, 2004. The Sorry State of RP Public Education
Panorama. (2004, May). Giving Quality Education to our children, Manila Philippines