BSC 505 (Research Trends and Needs in Biological Science

LOCAL
RESEARCH STUDY
z Meara C. Severo | Master of Arts in Education –
Louise
Biological Science | WVSU
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Flow of Presentation

1. Presentation of Chosen Research Paper

2. Critique of Chosen Research Paper

3. Presentation of Researchable Concepts

 Local Research Study

Science Enrichment Activity on

Grade School Learners’ Process
Skill and Attitude Towards
Experimental
z Research
Myla Jane R. Damasco (May 2020)
Master of Arts in Education (Biological Science)
West Visayas State Universty
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Background of the Study

 Children are naturally curious (Primary Science 2016)

 Berdotti (2017) states that engaging learners with exciting

material and experinecs motivates them to learn and
pursue science and its related fields throughout school.
 Enrichment activities encourage students to take a more
expansive or in-depth look at a concept, or connecting the
subject to a more meaningful or rewarding facet of the real
world.
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Background of the Study

 Science Enrichment Activity (SEA)

produces an output or product that
follows scientific method and
procedures.
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Background of the Study

 Science process skills- are a set of broadly

transferrable abilities appropriate to many science
disciplines and reflective of the behavior of scientists
 Science process skills are necessary and needed
tools in research, investigation and critical thinking
and becoming lifelong learners (Akgun, Tokur, &
Duruk, 2016)
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Background of the Study

 When students understand the skills of the science

process, it becomes more interesting to them and
develops a positive attitude towards doing research
in the particular subject in the future (Zeidan &
Jayosi, 2015)
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Background of the Study

 Interest in Science and technology including

research is declining (OECD, 2006, 2008).
 Students’attitudes toward science and basic
branches like biology, chemistry and physics
decrease with age (Osbornes, Simon, & Collins,
2003)
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Background of the Study

 Students’ attitude towards science tend to become

more negative during secondary school (Bamby et
al., 2008; Crawford, 2014; Potvin & Hasni 2014)
 Negative thoughts about research is present since
the subjects like science was not given focus in their
early lives.
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Background of the Study

With Science Science Process

Enrichment Activity Skills
(SEA)

Without Science Attitude towards

Enrichment Activity Experimental
(SEA) Research
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Statement of the Problem

 This study aimed to determine the effect

of inquiry-based Science Enrichment
Activity (SEA) on grade school learners’
science process skills and attitude
towards experimental research.
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Statement of the Problem
Specifically, this study sought to answer the
following questions:
1. What are the Pre-Intervention and Post-
Intervention Science Process Skill and Attitude
towards experimental research of grade school
learners a.) without Science Enrichment Activity
and b.) with Science Enrichment Activity?
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Statement of the Problem

2. What are the mean gain scores in science

process skills and attitude towards experimental
research of grade school learners a.) without
Science Enrichment Activity and b.) with
Science Enrichment Activity?
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Statement of the Problem

3. Are there significant differences in the pre-

intervention science process skills and attitude
towards experimental research of grade school
learners a.) without Science Enrichment
Activity and b.) with Science Enrichment
Activity?
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Statement of the Problem

4. Are there significant differences in the

post-intervention science process skills and
attitude towards experimental research of grade
school learners a.) without Science Enrichment
Activity and b.) with Science Enrichment
Activity?
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Statement of the Problem

5. Are there significant differences in the pre

and post-intervention science process skills
and attitude towards experimental research of
grade school learners a.) without Science
Enrichment Activity and b.) with Science
Enrichment Activity?
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Statement of the Problem

6. Are there significant differences in the

mean gain scores in science process skills and
attitude towards experimental research of grade
school learners a.) without Science Enrichment
Activity and b.) with Science Enrichment
Activity?
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Statement of the Problem

7. Are there significant relationship in grade

school learners’ in science process skills and
attitude towards experimental research.
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Methodology

 Research design

 The subjects

 Research instrument

 Intervention

 Data collection and analysis

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Methodology

 Research design

Quasi-experimental (non-equivalent and pretest, post-

test).
Independent variable - science enrichment activity
Dependent variable - science process skills and attitude
towards experimental science
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Methodology
Research Design: Matching-only
Pretest-Posttest Control Group Design

 Research
Treatment design
M O1 X O3
Group

Control
M O2 O4
Group
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Methodology

 The Subjects

Forty two (42) Grade 4 learners enrolled

in private school in Iloilo City during the
school year 2019-2020.
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Methodology
 Research instrument

Researcher-made questionnaires, namely: 1.) Science

Process Skill Questionnaire (SPSQ) which is composed
of 17-item multiple choice test

2.) Attitude Towards Experimental Research

Questionnaire (ATERQ)- a 24-item Likert scale with four
(4) options. (both validated and subjected to pilot-testing
with reliability coefficient of .752 and.082 respectively)
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Methodology

 Intervention

Administering of Science Process

Enrichment Activity on their lesson
about the Different Soil Types. The
intervention lasted for two weeks.
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Methodology
 Data collection and analysis
1. Parents’
Consent
tabulation
2. Permission Pretest intervention post-test of data
from school
admin
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Methodology
 Data collection and analysis
Descriptive Data Analysis
1. Mean (M)
2. Standard Deviation (SD)
Inferential Analysis
1. T-test for independent samples
2. T-est for dependent samples
3. Pearson’s Product Moment Correlation
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Results and Conclusion

 Descriptive data

 Inferential data

 conclusion
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Results and Conclusion
(Descriptive data)

1. What are the Pre-Intervention and Post-

Intervention Science Process Skill and
Attitude towards experimental research of
grade school learners a.) without Science
Enrichment Activity and b.) with Science
Enrichment Activity?
 z Results and Conclusion
(Descriptive data)

Dependent
Group Pre-intervention Post-intervention
Variable
mean= 8.29
mean= 11.71
Science Process Skill ”Approaching
With Science Proficiency”
“Proficient
Enrichment
Activity Attitude Towards mean=3.40 mean= 3.53
Science “Very Positive” “Very Positive”

mean=7.90
Science Process Skill mean=6.67
“Approaching
Without Science Proficiency”
“Developing”
Enrichment
Attitude Towards
Activity Science
mean= 3.27 mean=3.19
“Very Positive” “Very Positive”
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Results and Conclusion
(Descriptive data)

2. What are the mean gain scores in

science process skills and attitude towards
experimental research of grade school
learners a.) without Science Enrichment
Activity and b.) with Science Enrichment
Activity?
 z Results and Conclusion
(Descriptive data)

Mean Gain in Science Process Skills of Grade School Learners

Group n Mbefore Mafter Mean Gain SD
With Science
Enrichment 21 8.29 11.71 3.42 2.76
Activity

Without
Science
Enrichment 21 7.90 6.67 -1.23 2.49
Activity
 z Results and Conclusion
(Descriptive data)

Mean Gain in Attitude Towards Experimental Research of Grade School

Learners

Group n Mbefore Mafter Mean Gain SD

With Science
Enrichment 21 3.40 3.53 0.13 0.38
Activity

Without
Science
Enrichment 21 3.27 3.19 -0.08 0.41
Activity
 z Results and Conclusion
(Descriptive data)

the intervention applied was effective in

developing the science process skills of grade
school learners and was somewhat effective in
changing the attitude towards experimental
research of grade school learners.
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Statement of the Problem

3. Are there significant differences in the pre-

intervention science process skills and attitude
towards experimental research of grade school
learners a.) without Science Enrichment
Activity and b.) with Science Enrichment
Activity?
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Results and Conclusion
(Inferential data)

T-test for Independent Samples Results for Differences in Pre-intervention Science Process
Skills and Attitude Towards Experimental Research of Grade Shool Learners
Sig Mean Confidence
Category df t Point Size
(2-tailed) Difference Interval
Science Process Skills
40 0.43 .67 0.38 -0.47< d < 0.74 0.14

Attitude Towards
Experimental 40 1.08 .29 0.13 -0.28< d < 0.94 0.33
Research

p < .05
Before the intervention, the two groups did not differ significantly in their science
process skills and attitude towards experimental research.
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Statement of the Problem

4. Are there significant differences in the

post-intervention science process skills and
attitude towards experimental research of grade
school learners a.) without Science Enrichment
Activity and b.) with Science Enrichment
Activity?
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Results and Conclusion
(Inferential data)

T-test for Independent Samples Results for Differences in Post-intervention Science Process
Skills and Attitude Towards Experimental Research of Grade Shool Learners
Sig Mean Confidence
Category df t Point Size
(2-tailed) Difference Interval
Science Process Skills
40 5.79 .000 5.05 1.06< d < 2.50 1.78
3.
Attitude Towards
Experimental 40 2.88 .006 .34 0.25< d < 1.52 0.89
Research

After the intervention, there is a significant difference between the two groups in
their science process skills and attitude towards experimental research.
 z
Statement of the Problem

5. Are there significant differences in the pre

and post-intervention science process skills
and attitude towards experimental research of
grade school learners a.) without Science
Enrichment Activity and b.) with Science
Enrichment Activity?
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Results and Conclusion
(Inferential data)

T-test for Related Samples Results of the Pre and Post-intervention Science
Process Skills of Grade School Learners.
Sig
Group df t Confidence Interval Point Size
(2-tailed)
With Science Enrichment
3.
Activity 20 5.10 .000 0.39< d < 1.78 1.10

Without Science
Enrichment Activity 20 1.14 .034 -0.05< d < -1.00 -0.53
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Results and Conclusion
(Inferential data)

T-test for Related Samples Results of the Pre and Post-intervention Attitude
Towards Experimental Research of Grade School Learners.

Sig
Group df t Confidence Interval Point Size
(2-tailed)
3.
With Science Enrichment
Activity 20 0.14 .116 -0.21< d < 0.89 0.34

Without Science
Enrichment Activity 20 0.08 .384 -0.74< d < 0.34 -0.20
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Results and Conclusion
(Inferential data)

The pre and post-intervention science process

skill of the experimental and control group
differed significantly while the attitude towards
experimental research of both groups did not
differ significantly.
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Statement of the Problem

6. Are there significant differences in the

mean gain scores in science process skills and
attitude towards experimental research of grade
school learners a.) without Science Enrichment
Activity and b.) with Science Enrichment
Activity?
 z
Results and Conclusion
(Inferential data)

T-test for Independent Samples Results for Differences on the Mean Gain in Science Process
Skills and Attitude Towards Experimental Research of Grade School Learners
Sig Mean Confidence
Category df t Point Size
(2-tailed) Difference Interval
Science Process Skills
40 5.71 .000 4.57 1.01< d < 2.44 1.73
3.
Attitude Towards
Experimental 40 1.77 .084 .214 -0.45< d < 0.76 0.16
Research

There was a significant difference in the mean gain score in science process
skills of the two groups.
There was no significant difference between the two groups in their attitude
towards experimental research.
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Statement of the Problem

7. Are there significant relationship in grade

school learners’ science process skills and
attitude towards experimental research?
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Results and Conclusion
(Inferential data)

Correlation Result for Relationship between Science Process Skills and Attitude Towards
Experimental Research of Grade School Learners
Sig
Category SD M R
(2-tailed)
Science Process Skills
3.5 11.71 0.435 .04
3.
Attitude Towards Experimental
Research .41 3.19

There was a significant, positive, moderate relationship between science

process skills and attitude towards experimental research of grade school
learners.
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Critique of
Chosen
Research Paper
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Strengths

1. utilized the combination design of Quasi-experimental

design (non equivalent group design and Pretest and Post-test
design)

Treatment Group - - Pretest - - receives intervention - - post-

test.

Controlled Group - - Pretest - -receives NO intervention- - post-

test.
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Strengths

2. increased the internal validity of the study.

3. utilized both descriptive and inferential
statistics to analyze the data.
4. instruments were validated and pilot tested
for reliability
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Weakness

1. The factor “history” might affect the

result.
History - other things might have
happened between the pretest and post
test.
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Researchable
Concepts
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1. Effects of science enrichment activity on

development of learners’ interest towards
science.
2. Correlates of learners’ academic
achievement on earth and life science.
3. Motivation on Boosting Learners’ Science
Interest and Academic Achievement
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Motivation on Boosting Senior High

School Learners’ Science Interest
and Academic Achievement
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Rationale
In constructing a lesson plan, teachers are encouraged to
follow a format. Lesson plan in science is usually composed of
seven (7) procedures - Elicit, Engage, Explore, Explain, Elaborate,
Evaluate, Enrichment. Teachers should capture learners’ interest
in introducing the lesson through Motivation part found in Engage
Procedure. The importance of interst herein is that it contributes to
learning and achievement. That is, being interested in a topic is a
mental resource that enhances learning which leads to better
performance and achievement (Hidi, 1990).
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Rationale
However, interest in science and technology is declining
(Organization for Economic Co-operation and Development,
2006). In line with this, applying the Lesson Motivation
Procedure in the Senior High School Education might be
effective in boosting learners’ interest towards learning science
and and eventually improve their Academic Achievement in
Science.
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Objectives
This study aimed to determine learner’s science interest and
academic achievement when exposed to Lesson Motivation Procedure.

Specifically, the study sought to answer the following questions:

1. What are the pre-intervention science academic achievement and

interest towards learning science of senior high school learners a.)
without Lesson Motivation Procedure and b.) with Lesson Motivation
Procedure?

2. What are the post-intervention science academic achievement and

interest towards learning science of senior high school learners a.)
without Lesson Motivation Procedure and b.) with Lesson Motivation
Procedure?
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Objectives
3. Are there significant differences in the pre-intervention science
academic achievement and interest towards learning science of
senior high school learners a.) without Lesson Motivation
Procedure and b.) with Lesson Motivation Procedure?

4. Are there significant differences in the post-intervention science

academic achievement and interest towards learning science of
senior high school learners a.) without Lesson Motivation
Procedure and b.) with Lesson Motivation Procedure?
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5. Are there significant differences in the pre and post-

intervention science academic achievement and
interest towards learning science of senior high school
learners a.) without Lesson Motivation Procedure and
b.) with Lesson Motivation Procedure?

6. Is there a significant relationship in senior high school

learners’ science academic achievement and interest
towards learning science?
 Securing of
Identification parent’s consent construction
of and permission of research Methodology
z from school
respondents instruments
administaration

administering validity and

administering reliability test of
the research
pre-test
intervention instrument.

data
administering results and
collection
post-test conclusion
and analysis