CHAPTER 1

INTRODUCTION

Background of the Study

Today, we are embraced and adopted the K-12 program. In this program, the child

must enroll from kinder to senior high school. Senior high school has academic track and

one of the strand is STEM (Science Technology Engineering and Mathematics). STEM is

a curriculum based on the idea of educating students in four specific disciplines—in an

interdisciplinary and applied approach. Rather than teach the four disciplines as separate

and discrete subjects, STEM integrates them into a cohesive learning paradigm based on

real-world applications (Elaine J. Hom). Much of the STEM curriculum is aimed toward

attracting underrepresented populations. Female students, for example, are significantly

less likely to pursue a college major career. Though this is nothing new, the gap is

increasing at a significant rate. Male students are also more likely to pursue engineering

and technology fields, while female students prefer science fields, like biology,

chemistry, and marine biology. Overall, male students are three times more likely to be

interested in pursuing a STEM career. Ethnically, Asian students have historically

displayed the highest level of interest in the STEM fields. STEM fields offer students

more than just a close look at how the world works. Even though changes in STEM

education are altering the way students engage with and react to those fields of study.

However, the more students learn practical, hands-on uses information they’re learning.

Most students may not even realize the advantages that come with working in the STEM

fields. There is a ton advancement, which means an ever changing environment (Jason

Krueger). That is why teaching approach is very important in STEM curriculum.

 The teacher’s primary role is to coach and facilitate students learning, and overall

comprehension of material, and to measure students learning through both formal and

informal forms of teaching. Advancement in technology have propelled the education

sector in the last few decades. As the name suggest, the high approach to learning utilizes

different technology to aid students in their classroom learning. Many educators use

computer and tablets in the classroom, and others may use internet to assign homework.

Teachers may also use the internet in order to connect their students with people from

around the world and gather updated information about sciences. The teacher must use

the best teaching strategies that will fit to every students. This will be effective and

productive to students, they will participate in the class/ session if the activities are in the

field of their interest. Aside from capturing their interest, the topic or the information that

give to the students will be retain and last in their mind. This will help the student uplift

their education.

Student’s interest is very important to help them understand the lesson well.

Their participation in the activities and daily routine are the factors to be successful in the

session. Factoring for student interests works well with instructional planning based on

readiness and learning profiles. Making learning contextual to real-world experiences is a

key learning technique with differentiating for student interests. Often the core content

and concepts are represented in the world beyond classroom (John McCarthy).

A teaching method compromises the principles and methods used by teachers to

enable students learning. These strategies are determined partly on subject matter to be

taught and partly by nature of the learner. For a particular teaching method to be

appropriate and efficient it has to be in relation with the characteristic of the learner and
type of learning it is supposed to bring about. In today’s school the trend is that it

encourages a lot of creativity. Science teachers have an exciting opportunity to teach

students about how science makes the world work. Unfortunately, reduced teaching

budgets and apathy on the part of students sometimes makes it difficult to get students

interested in topics like Biology, Earth and Life Science, Physics and Chemistry. Some

teachers are now using techniques such as peer learning, role-playing, and incorporating

current events in science lesson plans. These techniques help engage students and help

also the teacher to catch up the attention and interest of the students. Also, effective

teachers of science create an environment in which they and students work together as

active learners. While students are engaged in learning about science and the scientific

principles needed to understand it. All teachers of science have implicit and explicit

beliefs about science, learning, and teaching. Teachers can be effective guides their

students.

Statement of the Problem:

This research will help identify the teaching method and science interest of grade

II-STEM students of Apitong National High School.

Specifically, this study will try to answer the following questions:

1. What is the extent of teaching methods employed in terms of:

1.1 approach;

1.2 Style;

1.3 Technique?
 2. What is the level in science interest of the respondents in terms of:

2.1 Biology;

2.2 Earth Science;

2.3 Earth and Life Science?

3. Is there a significant relationship between teaching method employed and science

interest of the students in terms of:

3.1 Biology;

3.2 Earth Science;

3.3 Earth and Life Science?

4. Is there a significant difference in the science interest of the respondents’ score

indicator?

4.1 5.1 Biology;

4.2 Earth Science;

4.3 Earth and Life Science?

Statement of the Hypotheses:

1. There is no significant relationship between teaching methods employed and the

science interest respondents.

2. There is no significant difference in the science interest of the student score

indicator.
Significance of the Study

The results of this study will be beneficial to the following:

To the school heads and administration. This study may help in developing

school initiated interventions in promoting academic excellence considering the current

dispositions of the students.

To the teachers. This study may help them empathize with these students and,

hopefully motivate them to develop creative strategies that will attract the interest of the

students.

To the students. The result of this study may help the student find that the science

subject is more interesting and strive to take positive steps to enhance their interest.

To the parents. The outcome of this study may aid them to realize that their

presence and support is very important during the school days of their child.

To the future researchers. This research has many limitations which they can

further explore and investigate deeper the science interest of the student specifically in

Physical Science, Biology, Earth Science, and Earth and Life Science.

Scope and Delimitation of the Study

The Grade 11-STEM from Senior High School of Apitong National High School,

Division of Oriental Mindoro School Year 2018-2019 will be the participants in this

study.
 It will focus on the approach, style, and technique of the teacher that may affect

the interest of the students particularly in science subject. The academic interest of the

students in Physical Science, Biology, Earth Science, and Earth and Life Science.

Definition of Terms

The terms frequently used in this study are operationally defined as follows:

Approach - is a way of looking at teaching and learning. Underlying any language

teaching approach is a theoretical view of what language is, and of how it can be learnt.

Biology - the study of living organisms, divided into many specialized fields that cover

their morphology, physiology, anatomy, behavior, origin, and distribution.

Earth and Life Science - cover all aspects of life on earth such as the complex and

dynamic processes in solid earth, the oceans, the atmosphere, the natural world and

organisms, including humans.

Earth Science - the branch of science dealing with the physical constitution of the earth

and its atmosphere.

Science Interest – it refers to the reason for wanting scholastic responsibilities done.

Style - refers to the teaching strategies and methods employed plus use of certain kinds of

rhetorics.

Teaching method - comprises the principles and methods used by teachers to enable

student learning.
Technique - refer to the structure, system, methods, techniques, procedures and

processes that a teacher uses during instruction.

Theoretical Framework

This study is anchored to the following theories discussed below:

The developmental theory of PIAGET (1967, 1976), or the more modern

ecological-psychological position (cf. BRONFENBRENNER 1978; ITTELSON et al.

1977): Human activity and human development is only analyzable and understandable in

the interaction and engagement of Man and Environment. A more exact determination of

this interaction requires the division of the general concept into smaller units as well as a

more exact definition of terms. When in the following a "person" is discussed it should be

understood that at each time a certain, identifiable person with special characteristics is

meant, who is confronted with his own environment. Environment can refer to either the

objective "ecological" environment, or to the subjectively perceived "psychological"

environment (cf. BARKER 1968, ENDLER & MAGNUSSON 1976). The ecological as

well as the psychological environment can be subdivided into two fields, which are ideal

types for the goals of analytical differentiation. These can be labelled social and objective

environment. The social environment includes as elements other people; the objective

environment is the non-personal environment, and it encompasses the realm of concrete

objects to abstract cultural values and ideas.

This theory was put forward by Jean Piaget whose study focused on the

development of children understanding. He did this through observing them while talking
and performing different activities. His view was on how children`s minds work and

develop has contributed a lot in education. His particular insight was on the role of

maturation in increasing capacity of children to understand their world. It was recognized

that, children cannot undertake certain tasks until they are psychologically mature enough

to do so (Atherton, 2011).

Constructivism is a theory of knowledge with roots in philosophy, and

psychology. The founders of this theory are: Vygotsky, Brunner and John Dewey, they

believe that (1) knowledge is not passively received but actively built up by the cognizing

subject; (2) the function of cognition is adaptive and serves the organization of the

experiential world . In other words, "learning involves constructing one's own knowledge

from one's own experiences." Constructivist learning, therefore, is a very personal

endeavor, where by internalized concepts, rules, and general principles may consequently

be applied in a practical real-world context. Meaning that humans generate knowledge

and meaning from an interaction between their experiences and their ideas i.e. students

will learn best by trying to make sense of something on their own with the teacher as a

guide to help them along the way.

Humanistic theory of learning by Albert Bandura who used the term social

learning or observational learning to describe this theory of learning. He believes that

learning is essentially a human activity and every person‘s experience. Learning can be

due to incidental social interaction and observation. Learning occurs through imitational

and modeling while one observes others. The behavior of the teacher has more influence

to learners because learner will imitate the behavior of the teacher regardless of whether

is good or bad (Omari, 2006).

 In general theories of learning help teachers in many ways while developing the

curriculum, these theories help teachers in Grade placement for objectives which are

educationally attainable, Tyler (1949), use educational psychology to filter/screen the

curriculum objectives before it is used in planning of the curriculum, suggestion of time

i.e. age/level required to attain certain educational objective and at which it is appropriate

to teach certain content. Teacher use educational learning theories in solving some

psychological problem for their students like using punishment, psychology of learning

help instructor in deciding the nature of learning and how to achieve it when planning for

teaching and learning process.

According to Ayeni (2015), teaching is a continuous process that involves

bringing about desirable changes in learners through use of appropriate methods.

Adunola (2015) indicated that in order to bring desirable changes in students, teaching

methods used by educators should be best for the subject matter. Furthermore, Bharadwaj

& Pal (2015) sustained that teaching methods work effectively mainly if they suit

learners’ needs since every learner interprets and responds to questions in a unique way

(Chang, 2015). As such, alignment of teaching methods with students’ needs and

preferred learning influence students’ academic attainments (Zeeb, 2015).

Teacher-centered Methods this method, students simply obtain information

from the teacher without building their engagement level with the subject being taught

(Boud & Feletti, 2016). The approach is least practical, more theoretical and memorizing

(Teo & Wong, 2016). It does not apply activity based learning to encourage students to

learn real life problems based on applied knowledge. Since the teacher controls the

transmission and sharing of knowledge, the lecturer may attempt to maximize the
delivery of information while minimizing time and effort. As a result, both interest and

understanding of students may get lost. To address such shortfalls, Zakaria, Chin &

Daud (2016) specified that teaching should not merely focus on dispensing rules,

definitions and procedures for students to memorize, but should also actively engage

students as primary participants.

The somewhat broad scope of the theories discussed above ranging from the

learning theories, developmental theories to motivational theories substantiate the

hypothetical premise that teaching methods relates in some ways to the shaping/ or

alternation of the science interest of our adolescent children left behind.

Conceptual Framework:
IV DV

Teaching Method Science Interest

 Approach  Biology
 Style  Earth Science
 Technique  Earth and Life Science

Grade II – STEM Students in Apitong National High School

Fig. 1. Hypothesized relationship and difference between variables

Figure 1 presents the conceptual framework of the study with one independent

variable and one dependent variable.

The independent variable is teaching method categorized in terms of approach,

style and technique.

The dependent variable is the student’s science interest which will be measured in

terms of biology, earth science and earth and life science.

The single headed arrow represents the relationship between the independent and

dependent variables.
Scope and Delimitation of the Study

The Grade 11-STEM from Senior High School of Apitong National High School,

Division of Oriental Mindoro School Year 2018-2019 will be the participants in this

study. It will focus on the approach, style, and technique of the teacher that may affect

the interest of the students particularly in science subject. The academic interest of the

students in Physical Science, Biology, Earth Science, and Earth and Life Science.

Slavin (2014, 359) advises teachers to “use extra classroom program that make

learning experiences relevant”. This way, they will need to use the language

outside the classroom. For example, they can organize language clubs or find pen-

pals. Similarly, teacher can take students to international fairs so that they can talk

to native speakers. They may find such activities enjoyable, and when they see
they need that language they will want to study more. The students given

questionnaire stated this fact, as well. For this reason, providing the students with

meaningful and purposeful activities contributes to fruitful learning process

helping students to pay attention as they deal with exercises that will be beneficial

to them. In addition, teachers can change the way they teach. Rather than direct

teaching or teaching for the sake of teaching, teachers should organize the lesson

in a way that attracts their students and appeals to their age and interests. Teachers

should not forget that students’ needs, points of view, personalities, individual

differences and teacher’s treatment to them are also determinants of success and

failure. Students complained about boring and colourless lessons. They need

action, fun and communication in the lesson. They can be given more

responsibility during the process, which increases their sense of success.

(Inman, 2014) engaged learning has roots in two very widely known education

theories, John Dewey's "Learning by Doing" and Jean Piaget and the theory of

constructivism. They both encourage learners to engage in problem solving and

place the majority of the responsibility of learning in the learner's hands. Dewey's

main argument against traditional education during his time was that learning

should not merely involve the reading and learning of lessons and other forms of

rote memorization. Instead, he advocated the use of investigation, problem

solving, and critical thinking skills to educate and prepare students to be

contributing members of a society he felt needed fixing. He also encouraged

incorporating what we know today as student prior knowledge into lessons. By

finding out what students already knew about a topic or what experiences they
may have had regarding the subject of study, new knowledge could then be built

upon prior knowledge, leading to more lasting learning.

Sloan, (2015) Constructivism promotes learning by doing and creating new

knowledge from

experiences. Social interaction is important and necessary to learning, therefore

activities that place people together in groups to engage in conversation and share

ideas is a key characteristic of constructivism. Assessment practices, within the

context of constructivism, lead to learning as well as inform what has been

learned by the student, or formative assessment. It is not advised that traditional

tests be the sole method of checking for understanding. An open channel of

communication between teacher and student should be used frequently to assess

the level of understanding on the student's part and determine feedback given by

the teacher to help improve that understanding in the future. At its core,

constructivism encourages students to be stewards and owners of their own

learning.
 Chapter III

RESEARCH METHODOLOGY

Research Design

Descriptive-correlational methods of research will be used in this study.

Adanza (2007) defined that correlational research design sets a criterion as

reference on how the independent variable relates to the dependent variable to

show the cause-effect relationship.

In this study, correlational research design will be used to determine the

relationship between the extents of teaching method and students interest in

Science ot the student-respondents.

Research Locale

This study will be conduct in Grade 11 students of Apitong National High

School. It is located at Apitong, Naujan, Oriental Mindoro.

Respondents of the Study

The respondents of the study are the thirty three (33) grade 11-STEM

students generated from a population of three hundred fifty three (353) enrolled

for the school year 2017-2018.

Sampling Technique
 The respondents of the study will be selected using proportional stratified

random sampling technique. The size of the respondents was determined using the

Slovin’s formula as shown below.

N
N= 2
1+ Ne

Where: n = sample size

N = total population

e = margin of error

thus,

353
n=
1+ ( 353 ) (0.05) 2

353
n=
1+ ( 353 ) (0.0025)

353
n=
1+0.8825

353
n=
1.8825

n = 187.516

n = 187

To get the number of student – respondents from this grade, the number of

population was divided by the total number of population in all the respondent of

Apitong National High School and multiplied by the number of samples.

 School Population
Grade level = x Sample Size
Total Population

33
1. Grade 11 students = x 187 = 17.4815
353

= 17

Then, the researcher specifically selected the respondents using fish bowl

method. The distribution of respondents was presented in Table A.

Table A. Distribution of Respondents

Grade Level Population Sample

Grade 11-STEM 33 17

Source: Apitong National High School

Research Instrument

The study will use a self-made questionnaire on the extent of teaching methods.

Literature from articles on K to 12 as regard to teaching method will be used as reference.

Part I, dealt on eight (8) items which measured by teaching approach. Part II, dealt on

eight (8) items which measured by teaching styles. Part III, dealt on eight (8) items which

measured by teaching techniques.

On the other hand, record analysis will be employed to obtain the average grades

of the students during second and third grading period.

Validity of the Instrument

 Validation of items was done with the help of the Master Teachers who are

experts in the field. Communication requesting for their assistance in validating the

content of the research instrument was furnished with attached validation sheet. Upon

retrieval of the validation sheets, responses were tabulated and examined. Items needing

improvement will be checked and indicated in the questionnaire.

Reliability of the Research Instrument

A test-retest method will be used in the study. The instrument will be pre-tested

to ten (10) non-respondents in Apitong National High School.. After ten (10) days, the

questionnaire will be re-administered to the same ten (10) respondents. The reliability of

the instrument was determined using Pearson’s r, with the formula as shown below:

N ∑ xy −∑ x ∑ y
r=
√¿ ¿¿

Where:

r = Pearson’s Product Moment Correlation Coefficient

n = number of respondents

Ʃx = summation of test x

Ʃy = summation of test y

Ʃxy = the sum of the product of x and y

Ʃx 2 = sum of squared x score

Ʃy2 = sum of squared y score

Scoring and Quantification of Data

A 5-point numerical scale with its statistical limits and description will be used to

describe the extent of use of collaborative learning in Mathematics.

Numerical Scale Statistical Limit Verbal Description

5 4.50-5.00 Very High

4 3.50-4.49 High

3 2.50-3.49 Moderate

2 1.50-2.49 Low

1 1.00-1.49 Very Low

The level of performance in Mathematics will be described using the range of

grades below:

Average Grade Description

90 and above Outstanding

85-89 Very Satisfactory

80-84 Satisfactory

75-79 Fair

Below 75 Poor
DepEd Source

Data Gathering Procedure

 A letter of request will be endorsed by the Director for Graduate Studies and will

be sent to the Schools Division Superintendent for approval. After its approval, it will be

presented to the school heads/principals of the schools where the study was conducted.

The researcher personally administers the questionnaire to the respondents. These

will be immediately retrieved by the researcher after an hour.

Statistical Treatment of Data

Data gathered will be described using weighted mean, rank, frequency and

percentage distribution. Differences between the variables were measured using t-Test for

independent samples. Relationship between the independent variable and dependent

variable will be determined using Pearson’s Product Moment Correlation Coefficient.

The statistical methods that will be used in the analysis of data gathered were the

following:

1. Weighted Mean. This will be used to compute the extent of use of think-pair-

share learning in teaching Mathematics.

X=
∑ fx
N
Where:

X = weighted mean

N = number of respondents

∑ fx = sum of the products of f and x

 f = frequency of each weight

x = weight

∑ f = Sum of all the frequency

2. Frequency and Percentage Distribution. These two-descriptive means will be

used to describe the level of academic performance in Mathematics of the student-

respondents.

f
P= × 100
N

Where:

P = percentage

f = frequency of respondents

N = number of respondents

3. Pearson’s Product Moment Correlation Coefficient. This statistical tool will be

used to test the magnitude and direction of the relationship between the variables.

N ∑ xy −∑ x ∑ y
r=
√¿ ¿¿

Where:

r = Pearson’s Product Moment Correlation Coefficient

n = number of respondents

Ʃx = summation of test x

Ʃy = summation of test y
 Ʃxy = the sum of the product of x and y

Ʃx 2 = sum of squared x score

Ʃy2 = sum of squared y score

4. t - Test for Independent Samples. This will be used to test the difference

between the indicators of the extent of use of think-pair-share method in teaching

Mathematics.

d
t=
s
√n

d= |dn |

√ (∑ d )
2

∑d 2
-
n
s=
n-1