To Analyze The Use Of The Science Kit At Elementary Level

In District Sahiwal.
By

Rab Nawaz

2022-GCUF-083156

Thesis submitted in partial fulfillment of

The requirements for the degree of

B.Ed (1.5) Year

QUAID-E-AZAM ACADEMY FOR EDUCATIONAL DEVELOPMENT , SAHIWAL

GOVERNMENT COLLEGE UNIVERSITY FAISALABAD.

1
IN THE NAME OF ALLAH ALMIGHTY THE MOST

MERCIFUL , THE , MOST BENEFICIENT.

2
DEDICATION

 With gratitude and all my love, this thesis is dedicated to:

 My beloved parents , thank you very much for your support , and patience to

make my dream come true . You are the greatest gift that Allah Almighty sent to

me . My beloved sister and my beloved brothers who always prayed for me . Lot

of thanks for your help , advice ,support and kind attention for motivating me

during my research work.

 I sincerely thankful to Sir M .Zubair Sahib as the supervisor who helped me in

all tough situation during writing this thesis . Thank you very much for your

kindness, provision of time and everything that you had done to help me in

accomplishment of research work.

3
 DECLEARATION

The work reported in my thesis was carried out by me under the supervisor of Sir M.

Zubair Senior Subject Specialist (SSS), Quaid-e-Azam Academy For Educational

Development Sahiwal ,Punjab ,Pakistan.

I herby declare that the title of thesis “ To analyze the use of science kit at elementary

level in district Sahiwal’’ and the content of thesis are the product of my own research

and no part has been copied / plagiarized from any published source expect the

references.

------------------------------------------
Rab Nawaz
Roll NO: 129311
Reg: 2022-GCUF-083156

4
 CERTIFICATE

We certify that the contents and form of thesis submitted by Rab Nawaz

Registration NO: 2022-GCUF-083156 has been found satisfactory in accordance with

the prescribed format. We recommend it to be processed for the evaluation by the

External Examiner for the award of degree

Supervisor Signature of Supervisor-------------

Sir M. Zubair ,(SSS)

QAED Sahiwal

Focal person Research project Signature of Focal person -----------

Sir M. AzeemShakil,(SSS)
QAED Sahiwal

Principal Signature of Principal----------

Mam Rafia Ashraf (SSS)

Principal QAED Sahiwal

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 APPROVAL SHEET
This thesis is accepted by me in favor of Rab Nawaz

Registration NO :2022-GCUF-083156 for the partial fulfillment of the B.Ed (1.5 Year)
Degree requirement

External Examiner

Signature of External Examiner--------------------------

6
 ACKNOWLEDGEMENT

In the name of Allah Almighty , the most Merciful the most Beneficent . All the praise

is for Allah Almighty. He is the creator of everything in this universe. He has given me

health and strength to complete this task. Peace and blessing of Allah be upon Hazrat

Muhammad(SAW) who led the humanity towards Sirat-e-Mustaqem.

In completing this thesis entitled “ The impact of classroom environment on the learning

of male students at elementary level in tehsil Sahiwal’’. I faced many problems , so I am

cordially thankful to Sir M. Zubair (Supervisor) who has helped me going through all

tough situation in the accomplishment of this thesis. I am also thankful for his guidance,

advice and motivation in completing the thesis.

I also express my gratitude to my beloved brother for his countless supports love and

prayer for me. I would not be able to finish this study without her . Additionally my

sincere thanks go to my sister. My sister who always supported and co-operated in the

collection of data.

Furthermore, I sincerely thankful to all my friends and teachers for their support during

my whole semester who were always with me in completing in this study.

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Table of contents
Chapter # Title Page #
I Introduction 1
1.1 Statement of the Problem 4
1.2 Objectives of the Study 4
1.3 Significance of the Study 5
1.4 Hypothesis 6
1.5 Limitations 6
1.6 Delimitations 6
II Review of the Related Literature 7
2.1 Science Kit 8
2.2 Meaning and scope of science 8
2.3 How to use primary science kit 9
2.4 Using science kits to construct content understandings in 14
elementary schools
2.5 The use of science kits in the professional development of 15
rural elementary teachers
2.6 Provision of micro scale science kits by UNICEF; case of 17
Rwanda
2.7 School science: Lack of kit means pupils miss out 18
2.8 Science teaching 20
2.9 Mind the fact: teaching science without practical as body 23
without soul
III Methodology of Research 25
3.1 Nature of the Study 25
3.2 Population of the Study 25
3.3 Sample of the Study 25
Sampling Technique 26
3.5 Instrument development 26
3.6 Collection of Data 26
3.7 Analysis of Data 27
IV Data Analysis 28
V Summary, Findings, Conclusions&Recommendations 39
5.1 Summary 39
5.2 Findings 41
5.3 Conclusions 44

5.4 Recommendations 46
Bibliography 47
Appendix-A (Questionnaire) 49

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Abstract
The purpose of this study is to investigate the impact of classroom environment on the

learning of male students at elementary level in tehsil Sahiwal. It is an experimental study

conduce thirty schools at Sahiwal. The sample of study is formed of two groups : The

Experimental and the Control group. The Experimental group students take their English

lesson and other subject are newly renovated classroom equipped with necessary

facilities that make the learning environment quite favorable .

Our exploration of the impacts of changes in physical environment on the cognitive and

effective measures must be based on the understanding of the complexity of schools.

Schools are systems in which the environment is just one of many interacting

pedagogical , socio-culture , curricular ,motivational and socio-economic factors. The

environment is supposed to have effects on its user. Clearly this is not a simple matter of

architectural determinism. So, the relationship between people and their environment

must be complex and therefore any outcomes from a change in.

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Chapter1
Introduction

Holy Quran indicates the educating and delivering knowledge befits Allah. He

deputeduson earth as His vicegerentso we hold the responsibility of educating the

mankind. Allah created man, taught him intrinsically in a scientific way, sent him to earth

as His appointee, and charged him to stay in a social setup for a specified period of time.

Societies either belong to the old civilization of Syria, Egypt, Greece, to the time of

Prophet Muhammad (PBUH), Rome, and the Europe or the science and technology

dominated Global sciences of the 20th and 21th century. In all these societies the

development in educational concepts and practices existed with their own meanings,

philosophies, and objectives (Khalid, 1998).

The acquisition of knowledge is possible through the human senses. It is

undertaken by informal, formal and non-formal modes. The formal and non-formal

modes used for the acquisition of knowledge have given birth to the education system.

Education is undoubtedly provided formally and systematically in teaching institutions

but it does not end there. It is a continuous process and goes on from cradle to grave.

Science is the defining feature of our age and an endlessly fascinating topic. The

notions of science provide ever more perplexing challenges for us. The two main

objectives of primary science education are: to help children develop a logical way of

looking at the world, which offers a basis for all kinds of learning; and to guide children

towards some knowledge and understanding of key scientific concepts, starting with what

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they bring with them to this experience. To achieve these aims, primary science is set in

familiar contexts with examples drawn from everyday life. Science, with literacy and

numeracy, is at the core of a wider curriculum. Children need the skills of language and

numeracy to develop understanding and communicate their science learning.

Development and achievement is science can give children a sound approach to learning

and life-long skills (Thornes, 2002).

Science is now firmly established in the primary curriculum. The primary science

kit is written to cover all the requirements of the national curriculum and to correspond

closely to the scheme of work developed by the education department. The primary

science kit is a balanced and progressive program of units, activities and reviews

(Thornes, 2002):

 Balanced in that an appropriate portion of the time the children spend on science

is devoted to acquiring an understanding of the processes and skills of scientific

inquiry, in parallel with a strong emphasis on developing knowledge and

understanding of key concepts.

 Progressive in that, as indicated in the scheme of work, activities are structured to

allow children to accumulate skills, knowledge and understanding frequently and

regularly in manageable steps.

The emphasis on practical activities helps children to become comfortable with the

concepts for example, as they feel the force of the mind on a sheep of card, the idea of

forces begins to take root (Thornes, 2002).

Salvint et.al (2002) conducted a research to explore the achievement outcomes of

all types of approaches to teaching science in elementary schools. Study inclusion

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criteria included use of randomized or matched control groups, study duration of at

least 4 weeks, and use of achievement measures independent of the experimental

treatment. A total of 17 studies met these criteria. The review concludes that science

teaching methods focused on enhancing teachers, classroom instruction throughout

the year, such as cooperative learning and science-reading integration, as well as

approaches that give teachers technology tools to enhance instruction, have

significant potential to improve science learning (Salvint et. al, 2012).

A major reason for the lack of scientific and technological literacy in a country is

the lack of emphasis on high-quality science education at the elementary school level.

The National Science Board Commission on Precollege Education in Mathematics,

Science, and Technology states in its report that formal study of science must be

reinforced by a wide range of activities outside the school. Learning in the home

appears to be an excellent way to enhance elementary school science programs.

Students who study with their parents or whose parents are involved in school

activities achieve more in school. Gennaro, E., and Lawrenz, F. (2006) conducted a

study to explore the effectiveness of take-home science kits at the elementary level.

This study describes and presents evaluation data for a program that encouraged

Elementary school students and their parents to study science topics in a hands-on,

inquiry fashion in their own homes.

Although there is a considerable emphasis on inquiry-based, active learning in

standards documents, curriculum documents, and textbooks, there exists a great deal

of debate regarding the effectiveness of specific curricular and instructional

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approaches, including kit-based instruction. Dickerson et.al (2006) examines the

efficacy of science kits in improving content knowledge. The method used involved

treatment and comparisons groups composed of 2299 elementary school students in

grades three, four, and five from ten different schools. In all the pairings but one,

there were statistical differences in favor of the treatment groups or no statistical

differences, suggesting that science kits enhance students’ content understandings.

Science kit helps the teaching staff to involve the students in the teaching learning

process at elementary level in a befitting manner. The practical involvement of the

students by using science kit, make the students feel comfortable and develops

interest towards their study. Students at elementary level love to learn through their

practical involvement. The use of science kits helps teachers to enhance the academic

performance of their students at elementary level.

1.1 Statement of the Problem

The research is aimed to evaluate the use of science kit at elementary level

is district Sahiwal.

1.2 Objective of the Study

The objectives of the study were

1. To explore the level of use of science kit in elementary schools.

2. To figure out the effect of use of science kit on student academic

performance.

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 3. To explore the attitude of teachers towards the use of science kit at

elementary level.

4. To see the effectiveness of science kit at elementary level.

5. To know about the problems and issues in the use of science kit at

elementary level.

1.3 Significance of the Study

The study will be helpful in following ways:

1. This study will generate awareness among educationists about the worth of use of

science kit at elementary level.

2. The study will help to make the educational environment more captivating by the

use of science kit.

3. The study will highlight the problems and issues regarding the use of science kit

at elementary level.

4. The study will help teachers in knowing the use and worth of science kit.

5. The study will help to make the learning environment practice oriented.

6. The study will help to make the science subjects captivating for the students at

elementary level.

1.4 Hypotheses

Following hypotheses were framed for the study:

1. The science kit is not properly used in the elementary schools by the teachers in

district Sahiwal.

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2. Science kit helps to enhance the learning outcomes of the students at elementary

level.

3. Higher authorities and monitoring teams feel no botheration about the use of

science kit at elementary level.

1.5 Limitations

It was not easy to approach all the educational institutions of elementary level so the

study was delimited to the selected number of elementary schools of district Chiniot.

1.6 Delimitations

The study was delimited to:

1. District SAHIWAL

2. 10 Elementary schools.

3. Teaching staff of the Elementary schools.

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Chapter2

Review of the related literature

Science

Science is an organized body of knowledge which attempts to explain phenomena

(natural or manmade) (Gupta, 1995).

Science (from the Latin scientia, meaning “Knowledge”) is an enterprise that

builds and organizes knowledge is the form of testable explanations and predictions about

the natural world. An older meaning still in use today is that of Aristotle, for whom

scientific knowledge was a body of reliable knowledge that can be logically and

convincingly explained.

The narrow sense of “science” which is common today, developed as a

part of science became a distinct enterprise of defining “laws of nature”, based on early

examples such Kepler’s laws, Galileo’s laws, and Newton’s laws of motion. In this

period it became more common to refer to natural philosophy as “natural science”. Over

the course of the 19th century, the word “science” became increasingly strongly

associated with the disciplined study of the natural world, for example physics and

chemistry.

2.1 Science Kit

Science Kits are generally large containers which contain all teacher and student

materials required to teach a specific Science unit at a certain grade level. The container

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is built and stored at each school and lists all materials needed as well as suggesting

various teaching and learning strategies. Teachers are able to access each Kit prior to the

Science unit being taught and will have a complete set of classroom materials as well as

teaching plans readily at hand to teach the unit. The container is restocked according to

the list contained in each Kit after every use in the classroom to facilitate sustainability

and to ensure that teacher preparation time is reduced prior to each unit. Grade level

teachers from each school will meet to discuss and construct their unit specific Science

Kits and will benefit from the experience of teacher who have constructed and used kits

(Sakyi, 2010).

2.2 Meaning and Scope of Science

Science is a way of knowing, to know through the processes of observation and

experimentation. The strength of science lies in its ability to ask questions about the

objects and natural phenomena, and get answers, which can be interpreted and built up

into meaningful knowledge. Woodburn and Obourn 91986) in Kumar 91995), states that

science as that human endeavor that seeks to describe with even increasing accuracy, the

events and circumstances which occur or exist within our natural environment. Science

concern itself with questions, which can be answered by reproducible measurement. A

Rainbow (spectrum of seven colors) is a natural phenomenon. Each color of rainbow has

its unique frequency, which can be measured with an appropriate instrument answering

the questions, what is the frequency of red light? Why we use red color as a sign of

danger/stop? Do you like red color? It cannot be answered by measurement and fall into

the area of aesthetics rather than science.

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 Science is broadly based human enterprise that may be defined differently by

individuals who view it. The science is a cumulative and endless sense of empirical

observation which results in the formation of concepts and theories being subject to

modification in the light of further empirical observation. In the view of Baddeley (1994),

science is an attempt to understand and represent nature, to understand human memory,

and to express these understanding in some coherent way: a theory, a law or a model. He

further goes on to say that science operates by attempting to expose such

conceptualizations or models to empirical test, to see if they actually work when applied

to a situation that is novel.

2.3 How to use primary science kit

Schools can take advantage of the structure of the materials and use them

from start to finish in the order as presented, knowing that they will cover the national

curriculum requirements and scheme of work. They will also know that learning is

process and each area of science is taught regularly (Thornes, 2002).

Alternatively, the materials, which are equally suitable for single-age and

mixed-age classes, may easily be adapted to suit the individual needs of a school in

single-age classes the units may be used in sequence as presented or they may be

arranged to suit the time available or the season of the year. For mixed-age

classes, the materials form two or three years may be combined so that children work on

the same topic, e.g. Forces, but at appropriate levels. The work may be differentiated

according to ability or prior attainment, rather than age.Each primary science kit

comprises (Thornes, 2002):

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 1. Teacher’s Books, which includes unit overviews and detailed lessons plans.

2. Pupil Resource Book, which includes Pupil Activity Sheets (PAS0 to support

most lessons, as well as review for each unit.

3. Posters.

The Primary Science Kit Teacher’s Book

Close-up on the units

These closely match each unit in content and the development of concepts and scientific

inquiry.

Lesson Plans

Each is a complete lesson plan for the teacher.

Learning Objectives

Learning objectives closely matching those of the Education Department are developed

in the activity plan and learning outcomes are defined in terms that allow the children to

demonstrate their learning in each specific lesson.

Preparation

Preparation summarizes the equipment needed for the activity. Full lists appear in the unit

overview.

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Vocabulary

Vocabulary indicates some of the appropriate words and phrases to support the concepts

being taught and any expression useful to science.

Notes

Notes may include organizational considerations, background science, how to avoid

pitfalls or ideas children may hold about the science.

Safety

Safety draws attention to potential hazards.

Learning Objectives

Learning objectives follow closely those suggested by the education department.

Teachers may share them with the children to help them focus on the concepts and skills

they will be learning in the lesson.

Activity Plan

Activity plan follows a similar structure in both key stages. It offers a balance of teacher-

led activities and practical experience and discovery sessions.

Introduction

At the start of each lesson the class is taught as a whole. Questions are suggested as

starting points for discussion, with the sort of answers to expect and/ or encourage. The

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aims include finding out what children know, exploring their ideas and suggestions,

teacher demonstrations and offering challenges to the children.

Individual and group work

The children carry out their explorations, tests, investigations or research, monitored by

the teacher. Tasks include exploring phenomena, learning to use equipment and

opportunities to follow their own ideas. The Pupil Activity Sheet (PAS) support and

develop this work.

Whole Class

The children come together at the end of the lesson to discuss their findings, reinforce the

concepts, consolidate learning and move it forward.

Learning outcomes

These outcomes reflect the learning objectives, specific to the lesson; they tie in closely

with the objectives and can from the basis of individual and class assessment. When

appropriate, they appear in order of difficulty or complexity. Not all children will achieve

all outcomes.

The Primary Science Kit Pupil Resource Book

Pupil Activity Sheet

The activity sheets complement the lesson plans, helping the children to achieve the

learning objectives. Rather than simply giving instructions to follow, they take over when

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the teacher steps back after fully discussing the activity with the children. They are

designed to develop scientific concepts and investigative skills progressively, using

appropriate literacy, numeracy and ICT skills. Children can use them to record their ideas

in drawings and writing, make decisions, plan investigations, record results and decided

if the evidence is solid enough to draw conclusions. Each child will build a record of

what they have done and what they have learned. Teachers may use them as individual

records of work done, for revision, for future references and / or assessment.

Reviews

Each unit in both the Teacher’s Book and the Pupil Activity Sheets ends with a review

page which acts as a check-up on some of the important activities, concepts and

investigative skills learned in the unit. In the Teacher’s Book there is also summary of the

learning objectives covered by the review. The activities do not replace national test

practice. Immediate feedback on learning will come from class monitoring and matching

children’s activity sheets with learning outcomes for lesson plans. Reviews give a

broader view of the children’s learning in that they cover scientific inquiry skills and

major concepts in various ways. They may be used at the end of a unit with the whole

class or with selected groups, or later, before starting the next stages in activities on the

same topic, for example when starting unit, Circuits and conductors in year 4, the reviews

may be used formally or informally. These include further investigative activities, quests

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for information about scientific phenomena or the work of famous scientists, or higher

level work for children who have completed all the other work in the unit (Thornes,

2002).

The Primary Science Kit Posters

The Primary Science Kit includes posters that may form the basis of an interactive

display chosen by the teachers to run alongside the teaching. Using the display the

children can explore equipment chosen and suitably labeled, investigate scientific

phenomena such as light, and practice skis such as measuring volume of liquids. They

will benefit from books and other resources and can reinforce concepts and investigative

skills from an accumulation of their work and the class findings (Thornes, 2002).

2.4Using Science Kits to Construct Content Understandings in Elementary Schools

Both the National Science Education Standards and the Benchmarks for Science Literacy

echo the science education community’s support for the notion of engaging all students in

active, meaningful learning (National Research Council, 1996). Such learning is often

associated with hands-on instructional strategies and student-centered classroom

environments. The idea of changing teacher and student roles and altering learning

environments by moving instruction away from more didactic, teacher-centered forms to

more hands-on, student-centered forms historically served as one of the driving forces

behind the use of science kits in formal education. Over the past thirty years, however,

many have questioned the effectiveness of kits in promoting ad facilitating the type of

active learning supported by the reform-based documents (Saul & Reardon, 1996).

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Criticisms include the inappropriate implementation of kits such that instruction is

rendered ineffective. Others , however, have argued the merits of using science kits on

the grounds that they generate greater active participation among students, empower and

engage populations that otherwise feel disenfranchised , promote positive classroom

environments, increase teacher content knowledge, increase teacher confidence to teach

science, and provide enjoyment for teachers who use them( National Research Council,

2000).

Research supporting the assertion that science kits increase teacher confidence in

teaching science was of particular interest to us, because we are aware that one of the

major concerns regarding the teaching of science in Elementary schools involves low

teacher confidence (Rice and Roychoudhury, 2003).

2.5TheUseofScienceKits in the Professional Development of Rural

Elementary School Teachers

ResearchhasidentifiedchallengesinvolvedinteachingElementaryscience.Onechalle

ngeformanyelementary teachersisalackofpreviousexperiencewithhands-

onscience(MacDonaldandSherman,2007).Furthermore,manytendtomakelimiteduseofhand

s-onorinquiryactivitiesin their classroom teaching. Many pre-service teachers

enterteachereducationwithoutmuchconfidenceaboutscienceteaching,believing they

Lack the content knowledge needed to teach even lower elementary grades .Poor

experiences with science and/ ora general lack of engaging science experiences

affectsthebeliefsystemeachteacherhasabouthis/herownscienceteaching.Harlen(1995)identi

24
fiedalackofbackgroundknowledgeasachallengeforelementaryteachers.Manyteachersindica

tescienceisthesubjectareatheyleastenjoyteaching,inpartbecausetheyholdlittleconfidenceint

heirsciencecontentknowledgeandare afraid their classroom teaching activities will

yieldresultstheydonotunderstandandcannotexplaintostudent.Inaddition,teachersfeelchallen

gedtoacquiretheresourcesneededtocreatethekindofsciencelearningenvironmentstheyconsid

erappropriate.Murphy,Neil,andBeggs(2007)foundthatapproximatelyonehalfoftheteachersi

ntheirstudyidentifiedlackofconfidenceandabilitytoteachscienceasthemajorchallengestheyf

acedtotheirclassrooms.

Inlightofthesechallenges,itseemsimportanttoexaminehowprofessionaldevelopment

cansupportelementaryteachers’capacitytoteachscience.Severalprofessionaldevelopmentap

proacheswithscienceteachershavebeenreported.Insomeresearch,thefocushasbeenontheteac

hingofelementaryteachers.Harris(2001)examinedface-to-

faceprofessionaldevelopmentinruralsettings,whileFalvo(2003)exploreddistanceapproache

swithruralteachers.The PD needed to make the transition from re-service to in-service

teaching in science was described by Mulholland ,Dorman ,and

Ogden(2004).Stein,Ginns,andMcRobbie(2003)arguedthatPDinthefirstyearofteachingiscrit

ical.

HarlandandKinder(1997)suggestedthattheeffectivenessofPDshouldbejudgedbyitsimpactso

nteachers,classroompractice.Murphy,Neil,andBeggs(2007)identifiedfivekeyPDapproache

sthatincreaseteacher confidenceandknowledgeaboutscienceteaching.Theseincludein-

classsupport,distance/

technologysupport,approachesthatincreasepupilinterestinscience,out-of-

classintensiveworkshops,andproductionofmaterials.Thestudydescribedinthisarticleinclude

25
saspectsofprofessionaldevelopmentrelatedtoin-

classsupport,approachesthatincreasepupilinterest,out-of-

classintensiveworkshops,andproductionofmaterials.

2.6ProvisionofMicro scale Science Kits by UNICEF; Case of Rwanda

Rw and aas part of a large Procurement Services project on behalf of the Ministry
of Education in Rwanda ,UNICEF supplied thirty secondary schools with Micro
scalesciencekitsplusteacher’sandstudent’smanuals,microscopesandsupportingdidacticmat
erialsin French and English ,such as overhead transparencies ,video cassettes and posters.
A needs assessment had identified the Micro scale science system for teaching as the
mostappropriatetothesituationinRwanda,whereschoolsaverage480pupilsandthepupil/teach
erratioishigh(around40pupilsperclass)(UNICEF,2004).

Micro scale science teaching was developed in U.S.A. during the

1980satuniversitylevel,whereitprovedtobeanenvironmentally-
friendlywayofcarryingoutchemistryexperiments,usingsmall quantities of chemicals .The
obvious advantages of micro scale science(low
costequipment,savingsonconsumables,highersafetylevels,,fasterresults,minimalwastedisp
osalproblemsandhands-onopportunitiesforstudents)

hasledtothedevelopmentofkitsforteachingbothatsecondaryandprimarylevels.The range of

micro scale

scienceteachingcoversphysics,biology,andenvironmentalscience.Microscaleisscienceisan

officiallyrecognizedteachingmethodinbothU.S.A.andU.K.andthroughtheactivesupportofU

NESCO,thesystemhasestablishedinanumberofAfricancountries,aswellasseveralinCentral

Asia.

26
2.7SchoolScience:LackofKit ‘means pupils miss out’

Pupils atmanystate-

fundedschoolsinEnglandaremissingoutonpracticalscienceexperimentsbecauseoflackofbasi

cequipment,areportsuggests.Asurveyof845schoolsbythegroupScienceCommunityReprese

ntingEducationhighlights“acute”shortages.Onaverage,secondaryschoolshave70%ofthe

necessaryequipmentsandprimariesjust46%,itsuggests( Burns,2013).

TheDepartmentofEducationcommentedthatschoolswereresponsiblefordecidingho

wtomanagetheirbudgets.ProfJuliaBuckingham,ofScienceCommunityRepresentingEducati

onsaid:“Practicalscienceisalowprioritywhenitcomestoallocatingbudgets.”TheSurveyfound

thatlevelsofresourcingwerepoorestforbiology,with37%ofsecondaryschoolsreportingtoolitt

leequipmentforeffectivepracticalwork.Almosthalfsaidtheylackedsufficientecologicalsamp

lingequipmentsuchasbeakersandnetsandmorethan60%saidtheydidn’thaveenoughitemssuc

hasthermometersorbloodpressuremeterstomeasurechangesthebody(Burns,2013).

Teachers Funding Purchasing

Inchemistry,some60%ofsecondaryschoolsreportedtoofewpHmonitorsforthestudyo

facidsandalkalis.In physics,40%ofschoolsandsixth-

formcollegeslackedenoughmagnetsevenforpupilstoworkinpairs.Schoolsalsoreportedshorta

gesofmicroscopes,eyeprotectionandconnectingleadsforcircuits.Some70%ofsecondaryand

37%ofprimaryteacherssaidtheyregularlypaidforpracticalscienceequipmentsoutoftheirown

pockets“withveryfewexpectingtobereimbursed” , says

thereport.Itraisesconcerns“thatover80%ofstate-

fundedschoolsdonotformallyallocatepartofthesciencebudgetspecificallyforpracticalwork”.

27
Moneys penton photocopying

Arepresentativegroupof448secondaryand397primaryschoolswerepolledontheirpra

cticalsciencespendingfor2011-

12.Instatesecondaryschools,fundingvariedfrom75%studentsto $ 31.25.Thehighest-

spendingindependentschoolput$83.21perstudentintopracticalscience.Thereportalsofoundt

hatanaverageof28%ofpracticalsciencebudgetwasspentonphotocopying(Burns,2013).

Source off rustration

ProfBuckinghamsaid:“Lowresourcingforpracticalworkisalongtermproblemandnot

onethatisasimplematteroflackofgovernmentfunding.Schoolmustsharepartofresponsibilityf

orallocatingfundingforthisimportantaspectofsciencelearning”.Shecalledforschoolleadersto

usea set of bench marks developed by scoreth at

outlineminimumquantitiesandstandardforequipmentsandfacilities.“Weneedtoensurethatall

pupilsareexposedtotheexcitementandincreasedunderstandingofsciencethatcarryingoutprac

ticalworkcanbring”.MarianneCutler,ofassociationforscienceeducation,saidthatissueshighli

ghtedinreportwereasourceoffrustrationformanyteachers.

‘Vital for future prosperity’

Russell Hobby ,of National Association of Head

Teachers,saidthatpracticalsciencewerevitalforanunderstandingofscientificmethodandform

anytechnicalcareers,adding:“Itis

notjustlackofequipment,however,thatstandsintheway,butlackoftimeina

crowdedbutnarrowcurriculum”.MalcolmTrobe,ofAssociationofSchoolandCollegeLeaders

28
,agreedtherewere“Majorissueswithresourcinginsomeareas”butcautionedthat“benchmarkin

glevelscanonlybereachediffundingtoschoolandcollegesufficient”.A

spokesmanfortheDepartmentforEducationsaid:“Scoreisrightthatpracticalworkisessentialfo

rhighqualityscienceteaching.“Thatiswhyitisacompulsorysubjectinschoolsandweareraisingi

tsimportance.Practicalworkisprioritizedinournewcurriculum(Burns,2013)”.

2.8ScienceTeaching

Science is more than merely a body of knowledge. It is also a

wayofinvestigating.Ifwedonotteachourstudentsaboutscienceinquiry,thenwemustcreateacla

ssroomenvironmentthatencouragesandguidesthemtousescientificprocessevery

day.CarinandSund(1989),presentedsomeguidestoinvolvechildrenin“doingscience”.

a. Involve students in science-based process activities

Include activity such as observing,

measuring,experimenting,communicating,inducting,deducting,forminghypotheses,analyzi

ngandsynthesizing,evaluating,estimating,speculating,extrapolating,creatingtheory.Student

smustengageinscientists’workattheirallmaturationlevel.

b. TeacherMustacquireknowledgeofScienceandthewaysscienceandsocietyorinterde

pendent.

Toassiststudentsinunderstandinghowpeopleimpactuponeachotherandtheirenvironment

,andhelpthemtounderstandtheattitudeandvaluesofsociety,sotheycanmakeinformeddeci

sions.

29
c. Engage students in activities involving seeking answers to problems in our

scientific and technological society.

d. Students must learn by doing and then by reflecting.

Activelyinvolvedstudentsinscientificactivitiessotheyinvestigateanddiscoverscientificc

oncepts,theories,andprocesses;helpthemlearnhowtothinkwhattheyhavedone.

e. Utilizeasmanydifferentapproachestoscienceteaching/learningasteacher

can.Exposethestudentstosciencethroughtelling,showing,guiding,listening,reading,dra

wing,handling,andvisiting.

f. Activelyinvolvestudentsininquiryorguideddiscoveryapproachtoteachingorlearni

ng.

TheevidencefromthePiaget(1971)showsveryclearlythatmostoftheseprocessesareinacce

ssiblesimplyonmaturationalordevelopmentaltermstolearnersuntil

overageabout15.Forexample,theconceptofthehypothesisissimplynotpossibleforthevast

majorityofschoolpupilsuntilquitelateon,nomatterhowtheyaretaught.Anunderstandingle

velofteachingandlearningseekstoacquaintalearnerwithrelationshipsbetweenprinciplesa

ndfacts.HerbartinKumar(1995),statestheteachershouldfollowthesestepswhenteachingp

hysicalsciencesparticularly.

1. Preparation

A teacher should begin experiences that pupils already have had. This will help to

prepare students to receive new information .This step involves:

.Reviewing previous knowledge of students;

.Providing enough opportunity to motivate students ;and

30
 .Introducing the new information.

2. Presentation

Ateachershouldannouncethetopictobedealtwithbeforedealingwiththerelatedcontent

s.Teachingmethods,whichcanbeused,arelecturingwithexamples,demonstrations,dis

cussionsandteacher’sexplanationsinrelationtofact,conceptsandprinciples.Ateachers

houldtrytoinvolvestudentsasregarding

totheirparticipation.Aquestioningteachingshouldbeemployedforthepurpose.Teachi

ngaidsmustbeusedfordevelopingconceptualunderstanding.

3. Comparison and Abstraction

Thisstepcomprisesfindingsoutthesimilaritiesanddifferencesamongtheoldandnewid

easandthenweldingthemtogether.

4. Generalization

Thisstepdealswiththeidentificationofsomecommonelementsofthetwosetsoffactsasa

principlesorgeneralization.

5. Application

Thisstepdealswithuseofthenewlyacquiredprincipletoexplainfurtherfacts.

6. Recapitulation

Anunderstandingofcontentsistestedthroughquestions.Testitemsofdifferenttypesare

usedforthepurpose.

2.9 Mind the Fact: Teaching a science with out practical as Body without

Soul

31
Itisacommonsayingthat21stcenturyiscenturyofscience.Thereisasignificantadvancem

entintechnologyoverthelastcoupleofdecadesanditisafactthepaceisaccelerating.Every

daythereisanincreaseinscientificknowledgeandnewthingsarediscovered.Tocopewith

situationscientificliteratesocietyisneeded.Consequently,thereisan

increaseindemandforscienceeducatedstudents.Sciencepracticalworkplaysavitalrolei

ndevelopingscientificknowledgeand

enhancingscientificskills,attitudeandenquirybasedlearning(Chiappetta,andKoballa,2

006).

Studentslearnbyperformingconcreteactivities,bycomparingexperimentaldatatoamod

el,and/orbydesigninganinvestigation.Manyauthorsputemphasisonthedistinctiveness

ofthelearningexperiencethroughpracticalwork.White(1996)hasopinionthatstudentsl

earnmanualskillslikefinemovements,precisionsandcareandtheacquisitionofspecifict

echniquesthroughsciencepracticalwork.Thepracticalworkisalsoatooltoteachstudents

howtodesignandconductaninvestigationinordertosolveaspecificproblemHofsteinand

Lunetta, (2003).

Researchersdiscusstherelationshipbetweendoingandlearninginthelaboratory,forinst

ancebetweenpracticalactionsandreflectiononscientifictheoriesbehindtheseactions.T

hisrelationshipcanmakethingsmoreconcretebyillustratingabstractphenomenaandcon

ceptsandbymakingthefactsvisible.Miller(2004)definespracticalworkas:anyteachinga

ndlearningactivitywhichinvolvesatsomepointthestudentsinobservingormanipulating

realobjectsandmaterials.Itpromotes“knowledgeandaction”andamoreexplicit,reflexiv

eanddeclarativeknowledge.Sciencepracticaliscompulsorycomponentofsciencecurric

ulaatschooluniversitylevelinallcountries.Itisalsocompulsorycomponentofsciencecur

32
riculaofsubjectslikebiology,chemistry,physicsatsecondaryandhighersecondaryleveli

nPakistan.

33
Chapter3

Methodology of Research

Methodologyreferstoasimplesetofmethodsorprocedures,oritmayrefertotherationale

andthephilosophicalassumptionsthatunderlieaparticularstudyrelativetothescientificmethod

.Inthischapterresearchmethodologywhichisadoptedbytheresearchindatacollectionhasbeen

describedindetail.

3.1 Nature of the Study

Theresearchwasdescriptiveinnature.Descriptiveresearchinvolvescollectingdatai

nordertotestortoanswerquestionsconcerningthecurrentstatusoftheobjectofthestu

dy.Adescriptiveresearchdeterminesandreportsthewaythingsare.

3.2 Population of the study

The population is a group of people, items or units under investigation. All the

tea Govt. .Elementary Schools of district SAHIWAL consisted of the

population of the study.

3.3 Sample of the study

Instatistics,asampleisasubsetofapopulation.Thesamplerepresentsasubsetofmana

geablesize.Samplearecollectedandstatisticsarecalculated from samples so that

one can make interferences or extra polations from the

sampletothepopulation.Thesampleof50teachers(25maleand25female)werechose

nforthedatacollection.

34
3.4 Sampling Technique

Theprocessofcollectinginformationfromasampleisreferredtoassampling.Inthisst

udytheconvenientsamplingtechniquewasadopted.Convenientsamplingmeanssel

ectionofthoseelementsofpopulation,whichareconvenientlyavailable.

3.5 Instrument Development

Theresearcherderivedtheresearchtool(questionnaire)withthehelpofhissupervisor

andotherfacultymembers.Thequestionnairewascontaining20questions.Theteachi

ngstaffwasalsoaskedtogivetheiropinionsandsharetheirinformationpertainingtoth

euseofsciencekit.Thenecessaryinformation

/opinionswereincorporatedinthequestionnairetoproducemorereliableresults.

3.6 Data Collection

Datacollectionenablesateamtoformulateandtestworkingassumptionsaboutaproce

ssanddevelopinformationthatwillleadtotheimprovementofthekeyqualitycharacte

risticsofthework.Forthepurposeofthedatacollection,researcherpersonallyapproac

hedtheteachersofGovt.ElementarySchoolsofdistrictChiniot.Researcherdiscussed

themajorobjectivesofthestudywiththeobjectsofthestudy.Researcherdistributedth

equestionnaireby

hand.Allcopiesofthequestionnairewerereceivedbyresearcheratthespot.Thereturn

ratewas100%.

3.7 Analysis of Data

Analysisofdataisaprocessofinspecting,cleaning,transforming,modelingdatawitht

hegoalofhighlightingusefulinformation,suggestingconclusions,andsupportingde

cisionmaking.Dataanalysishasmultiplefacetsandapproaches,encompassingdiver

35
setechniquesunderavarietyofnames,indifferentbusiness,science,andsocialdomai

ns.

Thecollecteddatawaspresentedtothethesiscommitteeforitsfurtherdisposal.A

ccordingtocollectivedecisionofthethesiscommittee,datawasanalyzedandpresente

dinasimplepercentageandshowedintheformoftablesgiveninnextchapter.

36
Chapter4

Data Analysis

Thischapterpresentsthecollectedfactsaboutthestudyinarrangedformtoframeconclusi

onsafteritsanalysis.Theresearchwasconductedtoevaluatetheuseofsciencekitatelementaryle

velschoolsindistrictChiniot.Forthepurposeofthedatacollection,aquestionnairecontaining20

questionswasprepared.Allthequestionswerepreparedaccordingtotheobjectivesofthestudy.A

sampleofthe50teacherswaschosenforthedatacollection.ResearchervisitedtheGovt.Element

arySchoolsofdistrictChiniotpersonallyandapproachedtothestudysubjects. Researcher

shared the basic information about

thestudywiththemanddistributedthequestionnaireforitscompletionaccordingtotheexplanati

onmadebeforeitscompletion.Thecollectedfactsaboutthestudywerepresentedintabularforma

ndanalyzedintermssimplepercentageinthischapterasfollows.

37
Table 4.1: Related to Practical.

Statement: Yes No To some extent

There is positive association between practical oriented 20% 58% 22%

activities and learning

Table 4.1 show that only 20% student agree that all material is present and 58% no agree while
22% student is agree to some extent.

Graph no: 4.1

Yes
No
To some extent

38
Table 4.2: Related to experience.

Statement: Yes No To some extent

Science subjects are best taught with practical experience . 25% 15% 60%

Table 4.2 show that only 25% students agree the above statement and 15% not agree while
60% students is agree to some extent.

Graph no: 4.2

Yes
No
To some extent

39
Table 4.3: Related to use of Av-Aids.

Statement: Yes No Tome some extent

Proper used of Av-Aids enhances the learning of students. 10% 60% 30%

Table 4.3 show that only 10% students agree the above statement and 60% not agree while
30%students are agree to some extent.

Graph no: 4.3

Yes
No
To some extent

40
Table 4.4: Related to use of science kit.

Statement: Yes No Tome some extent

Favor the use of science kit in teaching learning process. 80% 15% 5%

Table 4.4 show that only 80% students agree the above statement and 15% not agree while
60% students are agree to some extent.

Graph no: 4.4

1st Qesr
No
To some extent

41
Table 4.5: Related to use learning comfortable.

Statement: Yes No Tome some extent

The Science kit makes the learning comfortable. 15% 70% 15%

Table 4.5 show that only 15% students agree the above statement and 70% not agree while
15% students are agree to some extent.

Graph no: 4.5

Yes
No
To some extent

42
Table 4.6: Related to use of properly science kit.

Statement: Yes No Tome some extent

The science kit is not properly used in elementary schools 8% 80% 12%
by teacher in District Sahiwal.

Table 4.6 show that only 8% students agree the above statement and 80% not agree while 12%
students are agree to some extent.

Graph no: 4.6

Yes
No
To some exten

43
Table 4.7: Related to enhance the learning outcomes.
Statement: Yes No Tome some extent

Science kit helps enhance learning outcome of the 24% 70% 6%

students at elementary level.

Table 4.7 show that only 24% students agree the above statement and 70% not agree while 6%
students are agree to some extent.

Graph no: 4.7

Yes
No
To some extent

44
Table 4.8: Related to monitoring.

Statement: Yes No Tome some extent

Higher authorities and monitoring team feel no 38% 50% 12%

botheration about the use of science kit at elementary
level

Table 4.8 show that only 38% students agree the above statement and 50% not agree while
12% students are agree to some extent.

Graph no: 4.8

Yes
No
To some extent

45
Table 4.9: Related to attentive of student.

Statement: Yes No some Tome extent

The use of science kit keeps the student attentive in class. 9% 88% 3%

Table 4.9 show that only 9% students agree the above statement and 88% not agree while 3%
students are agree to some extent.

Graph no: 4.9

Yes No To some extent

46
Table 4.10: Related to understanding of lesion.
Statement: Yes No Tome some extent

The use of science kit develop pervasive understanding of 35% 25% 40%
the lesion.

Table 4.10 show that only 35% students agree the above statement and 25% not agree while
40% students are agree to some extent.

Graph no: 4.10

Yes No To some extent

47
Table 4.11: Related to captivating of student.

Statement: Yes No Tome some extent

The use of science of kit makes the lesson captivating of 20% 58% 22%
the students.

Table 4.11 show that only 20% students agree the above statement and 58% not agree while
22% students are agree to some extent.

Graph no: 4.11

Yes
No
To some extent

48
Table 4.12: Related to wastage of time .
Statement: Yes No Tome some extent

The use of science kit is not used considering it the 40% 25% 35%
wastage of time .

Table 4.12 show that only 40% students agree the above statement and 25% not agree while
35% students are agree to some extent.

Graph no: 4.12

Yes
No
To some extent

49
Table 4.13: Related to encourage of authorities.
Statement: Yes No Tome some extent

The use of science kit is not being encouraged by 35% 44% 21%
administrative authorities.

Table 4.13 show that only 35% students agree the above statement and 44% not agree while
21% students are agree to some extent.

Graph no: 4.13

Yes
No
To some extent

50
Table 4.14: Related to proper use in the class.
Statement: Yes No Tome some extent

The science kits are not properly for teaching at 15% 69% 16%
elementary level.

Table 4.14 show that only 15% students agree the above statement and 69% not agree while
16% students are agree to some extent.

Graph no: 4.14

yes
No
To some extent

51
Table4.15 :Related to Government use science kit in class.
Statement: Yes No Tome some extent

Government should ensure the provision of science kits in 80% 12% 8%

school

Table 4.15 show that only 80% students agree the above statement and 12% not agree while
8% students are agree to some extent.

Graph no: 4.15

Yes
No
To some extent

52
Chapter 5

Summary, Findings, Conclusions and Recommendations

5.1Summary

Scienceisthedefiningfeatureofourageandanendlesslyfascinatingtopic.Thenotionsof

scienceprovideevermoreperplexingchallengesforus.Thetwomainobjectivesofprimaryscien

ceeducationare:tohelpchildrendevelopalogicalwayoflookingattheworld,whichoffersabasis

forallkindsoflearning;andtoguidechildrentowardssomeknowledgeandunderstandingofkeys

cientificconcepts,startingwithwhattheybringwiththemtothisexperience.Childrenneedtheski

llsoflanguageandnumeracytodevelopunderstandingcommunicatestheirsciencelearning.De

velopmentandachievementinsciencecangivechildrenasoundapproachoflearningandlife-

longskills(Thornes,2002).

Althoughthereisaconsiderableemphasisontheinquiry-

based,activelearninginstandardsdocuments,curriculumdocuments,andtextbooks,thereexist

sagreatdealofdebateregardingtheeffectivenessofspecificcurricularandinstructionalapproac

hes,includingkit-

basedinstruction.Dickersonet.al(2006)examinestheefficacyofsciencekitsinimprovingconte

ntknowledge.Themethodusedinvolvedtreatmentandcomparisonsgroupscomposedof2299el

ementaryschoolstudentsingradesthree,four,andfivefromtendifferentschools.Inallthepairing

sbutone,therewerestatisticaldifferencesinfavorofthetreatmentgroupsornostatisticaldifferen

ces,suggestingthatsciencekitsenhancestudents’contentunderstandings.

53
 Researchsupportingthatassertionthatsciencekitsincreaseteacherconfidenceinteachi

ngsciencewasofparticularinteresttous,becauseweareawarethatoneofthemajorconcernsregar

dingtheteachingofscienceinelementaryschoolsinvolveslowteacherconfidence(RiceandRoy

choudhury,2003).Suchconcernisgroundedinresearchreportingthatmanyelementaryteachers

considerthemselvestobeuninformedconcerningscientificcontent,makingtheirdevelopment

orchoiceofinquiry-based,hands-

onsciencelessonsanexperiencefilledwithapprehension.Highanxietycoupledwithnotangible

externalincentivestoincludescienceintheirteachingandhigh-

stakestestingdemandsinothercontentareas,createsanatmospherewherescienceinstructionbe

comesexpendable(NationalResearchCouncil,2000).Nevertheless,theuseofsciencekitsprom

otesthestudents’learning.

TheresearchwasconductedtoevaluatetheuseofsciencekitatelementarylevelindistrictChiniot.

Forthepurposeofdatacollection,aquestionnairecontaining20questionswasprepared.Alltheq

uestionswerepreparedaccordingtotheobjectivesofthestudy.Asampleof50teachers(25malea

nd25female)wasselectedforthedatacollection.Researchervisitedthegovernmentelementary

schoolsofdistrictChiniotpersonallyandapproachedthestudysubjects.Researchersharedtheba

sicinformationavoutthestudywiththemanddistributedthequestionnaireforitscompletionacco

rdingtotheexplanationmadebeforeitscompletion.Thecollectedfactsaboutthestudywereofthe

opinionthatsciencekitisnotbeingusedregularlyingovernmentelementaryschoolsindistrictCh

iniot,howevertheuseofsciencekitpromoteshealthyeducationalenvironmentintheschools.Th

edetailoffindingsandconclusionsaregivenbelow.

54
5.2Findings

After analysis and interpretation, the researcher has reached the following findings:

1. 72%respondentsagreedwiththestatementthatthereispositiveassociationbetweenpractic

alorientedactivitiesandlearning,20%disagreedwhile8%remainedundecided.

2. 68%respondentsagreedwiththestatementthatsciencesubjectsarebesttaughtwithpractica

lexperiences,24%disagreedwhile8%remainedundecided.

3. 62%respondentsagreedwiththestatementthatproperuseofAVaidsenhancesthelearning

ofthestudents,26%disagreedwhile12%remainedundecided.

4. 66%respondentsagreedwiththestatementthattheyfavortheuseofsciencekitinteachingle

arningprocess,24%disagreedwhile10%remainedundecided.

5. 70%respondentsagreedwiththestatementthatsciencekitmakesthelearningcomfortable,

22%disagreedwhile6%remainedundecided.

6. 80%respondentsagreedwiththestatementthatsciencekitisnotproperlyusedintheelement

aryschoolsbytheteachersindistrictChiniot,16%disagreedwhile4%remainedundecided.

7. 66%respondentsagreedwiththestatementthatSciencekithelpstoenhancethelearningout

comesofthestudentsatelementarylevel,26%disagreedwhile8%remainedundecided.

8. 70%respondentsagreedwiththestatementthathigherauthoritiesandmonitoringteamsfee

lnobotherationabouttheuseofsciencekitatelementarylevel,24%disagreedwhile6%rema

inedundecided.

9. 66%respondentsagreedwiththestatementthattheuseofsciencekitkeepsthestudentsattent

iveinclass,22%disagreedwhile12%remainedundecided.

55
10. 78%respondentsagreedwiththestatementthattheuseofsciencekitdevelopspervasiveund

erstandingofthelesson,18%disagreedwhile4%remainedundecided.

11. 64%respondentsagreedwiththestatementthattheofsciencekitmakesthelessoncaptivatin

gforthestudents,30%disagreedwhile6%remainedundecided.

12. 72%respondentsagreedwiththestatementthatsciencekitisnotusedduetooldandobsoletei

tems,20%disagreedwhile8%remainedundecided.

13. 78%respondentsagreedwiththestatementthatuseofsciencekitisnotusedconsideringitthe

wastageoftime,18%disagreedwhile6%remainedundecided.

14. 60%respondentsagreedwiththestatementthattheuseofsciencekitisnotbeing

encouragedbytheadministrativeauthorities,32%disagreedwhile8%remainedundecide

d.

15. 76%respondentsagreedwiththestatementthatthesciencekitsarenotproperlyprovidedfor

teachingatelementarylevel,18%disagreedwhile6%remainedundecided.

16. 62%respondentsagreedwiththestatementthatthe

useofsciencekitalsoenhancestheteacher’sprofessionalskills,30%disagreedwhile8%re

mainedundecided.

17. 70%respondentsagreedwiththestatementthatthe use of science kit is a

positiveapproachtoachievetheeducationalobjectives,26%disagreedwhile4%remained

undecided.

18. 84%respondentsagreedwiththestatementthattheGovt.shouldensuretheprovisionofscie

ncekitsinschools,14%disagreedwhile2%remainedundecided.

19. 86%respondentsagreedwiththestatementthattheuseofsciencekitatelementarylevelshou

ldbemademandatory,10%disagreedwhile4%remainedundecided.

56
 20. 74%respondentsagreedwiththestatementthatthegovernmentshouldprovideadequatefu

ndsforthemaintenanceofsciencekits,16%disagreedwhile10%remainedundecided.

5.3Conclusions

Onthebasisoffindingsresearcherhasreachedthefollowingconclusions:

1. Alargenumberoftherespondentssaidthatthereispositiveassociationbetweenpractical

orientedactivitiesandlearning.

2. Alargenumberoftherespondentsagreedthatsciencesubjectsarebesttaughtwithpractic

alexperiences.

3. MostoftherespondentsagreedtoldthatproperuseofAVaidsenhancesthelearningofstu

dents.

4. Mostoftherespondentrepliedthattheyfavortheuseofsciencekitinteachinglearningpro

cess.

5. Alargenumberoftherespondentsagreedthatsciencekitmakesthelearningcomfortable.

6. Majorityoftherespondentstoldthatsciencekitisnotproperlyusedintheelementaryscho

olsbytheteachersindistrictChiniot.

7. Mostoftherespondentssaidthatsciencekithelpstoenhancethelearningoutcomesofthes

tudentsatelementarylevel.

8. Alargenumberoftherespondentstoldthathigherauthoritiesandmonitoringteamsfeeln

obotherationabouttheuseofsciencekitatelementarylevel.

9. Mostofrespondentssaidthatuseofsciencekitkeepsthestudentsattentiveinclass.

10. Majorityoftherespondentstoldthatuseofsciencekitdevelopspervasiveunderstanding

ofthelesson.

57
11. Mostoftherespondentstoldthatuseofsciencekitmakesthelessoncaptivatingforthestud

ents.

12. Alargenumberoftherespondentssaidthatsciencekitisnotusedduetooldandobsoleteite

ms.

13. Majorityoftherespondentstoldthatsciencekitisnotusedconsideringitthewastageoftim

e.

14. Mostoftherespondentstoldthatuseofsciencekitisnotbeingencouragedbytheadministr

ativeauthorities.

15. Majorityofthestudentsrepliedthatsciencekitsarenotproperlyprovided for teaching at

elementary level.

16. Alargenumberofstudentsansweredthatuseofsciencekitalsoenhancestheteacher’spro

fessionalskills.

17. Mostrespondentsagreedthatuseofsciencekitispositiveapproachtoachievetheeducati

onalobjectives.

18. Majorityoftherespondentstoldthatgovt.shouldensuretheprovisionofsciencekitsinsc

hools.

19. Avastmajorityofrespondentsrepliedthatuseofsciencekitatelementarylevelshouldma

demandatory.

20. Alargenumberoftherespondentssaidthatgovt.shouldprovideadequatefundsforthema

intenanceofsciencekits.

58
5.4Recommendations

Researcher recommends the following:

1. Use of science kit at elementary level should be made mandatory.

2. Governmentshouldprovideadequatefundsforthemaintenanceofsciencekits.

3. Govt. should ensure the provision of science kits in school.

4. Schooladministrationshouldhelpinadministeringthesciencekitinteachingprocess.

5. Teachersshouldbeencouragedtousethesciencekitwheneveritisnecessarytoclearthec

onceptsofthestudents.

6. The use of science kit should be regularly monitored in the schools.

59
BIBLIOGRAPHY
1. AlsopandWatts(2003).Learningtoteachscienceincontemporaryandequitablewa
ys:TheSuccessandStrugglesofFirst-
yearScienceTeachers.ScienceEducation,87,419-443.
2. Burns, J.(2003).School science Lack of kit ‘means pupils miss out ’.BBC
NewsEducationReporter,May2,
2013.UnitedNationsInternationalChildrenFund (2004).School Science Kit
.New York: Supply Division.
3. Dickerson,D.,Clark,M.,Dawkins,K.,andHorne,C.(2006).UsingScienceKitstoC
onstructContentUnderstandingsinElementarySchools.NewYork:SagePublicati
ons.
4. Gupta,(1995).Transferontrial:Intelligence,Cognition,andInstruction. Norwood
,NJ: Ablex.
5. Gennaro,E.,andLawrenz,F.(2006).Theeffectivenessoftake-
homesciencekitsattheelementarylevel.JournalofResearchinScienceTeaching,29
(9),985-994.
6. Harlen,W.(1995).Understanding and Teaching Science
(SCRENewsletterNo.57).Glasgow:ScottishCouncilforResearchinEducation.
7. Harris,M.M.(2001).Lessonsfromprairieteachers.ActioninTeacherEducation,23
,19-26.
8. Harland,J.,andKinder,K.(1997).Teachers’continuingprofessionaldevelopment:
Framingamodelofoutcomes.BritishJournalofIn-serviceEducation,23(1),71-84.
9. HofteinLuneta(2003).Grapplingwithteachingdesignandtechnology:Abeginning
teacher’sexperiences.ResearchinScienceandTechnologicalEducation,21(2),14
1-157.
10. Jarvis,T.,andPell,A.(2004).
Primaryteachers’changingattitudesandcognitionduringatwo-yearin-

60
 serviceprogramandtheireffectsonpupils.InternationalJournalofScienceEducatio
n,26,1787-1813.

11. MacDonald,A.L,.andSherman,A.(2007).Pre-
serviceteachers’experienceswithascienceeducationmodule.JournalofScienceTe
acherEducation,18,525-541.
12. Murphy,C.,Neil,P.,andBeggs,J.(2007).Primaryscienceteacherconfidencerevisit
ed:Tenyearson.EducationalResearch,49,415-430.
13. Mulholl and. J.,Dorman, J.P.,&Ogden
,B.M.(2004).Assessmentofscienceteachingefficacyofpre-
serviceteachersinanAustralianUniversity.JournalofScienceTeacherEducation,1
5,313-331.
14. Nayak,J.D.&Gowin,D.B.(1997).Learninghowtolearn.Cambridge:CambridgeU
niversityPress.
15. Sakyi,A.(2010).AISI Project Plan .London: Alberta Education.
16. Slavin,R.E.,Lake,C.,Hanley,P.,&Thurston,A.(2012).EffectiveProgramsforEle
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17. Sakyi,(2010).Instructionalleadershipinelementaryschoolscience:HowcanI bean
instructional leader
inacontentarea,likescience,whereIhavelittletonobackgroundexperienceorknowl
edge?InternationalElectronicJournalforLeadershipinLearning,12(12).Retrieve
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18. Thornes,N.(2002).Primary Science Kit .New York: Rose mary Sherrington.

61
APPENDIX

Request letter to teacher from the researcher

Respected Sir,

Asslam-o-Alaikum

Being a student of B.Ed at QAED Sahiwal . I am conducting a research on “ Analysis the

problems faced by science teachers at Elementary level in district Sahiwal ”. Please , you

are requested to fill up the enclosed questionnaire .

Your co-operation shall highly be appreciated.

The data will be used for research purpose only.

I shall be highly thankful to you for this act of kindness.

Yours Sincerely,

Rab Nawaz

B.Ed student

QAED Sahiwal

62
 APPENDIX II
QUESTIONAIRE
Topic: “ To analyze the use of the science kit at elementary level in district Sahiwal ”.
Name of Teacher -------------------------------------

Qualification of the teacher--------------------------

Name of institute--------------------------------------

Sr Question Yes No To some extent

NO
1 Government should ensure the provision of science kits in
school
2 The science kits are not properly for teaching at elementary
level.
3 The use of science kit is not being encouraged by
administrative authorities.
4 The use of science kit is not used considering it the wastage
of time .
5 The use of science of kit makes the lesson captivating of
the students.
6 The use of science kit keeps the student attentive in class.

7 Higher authorities and monitoring team feel no botheration

about the use of science kit at elementary level
8 Science kit helps enhance learning outcome of the students
at elementary level.
9 The science kit is not properly used in elementary schools
by teacher in District Sahiwal.
10 The Science kit makes the learning comfortable.

11 Favor the use of science kit in teaching learning process.

12 Proper used of Av-Aids enhances the learning of students.

13 Science subjects are best taught with practical experience .

14 There is positive association between practical oriented

activities and learning
15 The use of science kit develop pervasive understanding of
the lesion.

63
64