Action Research-final for SUMMIT

7/26/2019 Action Research-final for SUMMIT

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Republic of the Philippines

DEPARTMENT OF EDUCATION

Region XI

Davao Cit Division of Cit !chools

DA"AO CENTRA# DI!TRICT

$IRE#E!! E#EMENTAR% !C&OO#

F'( !elga !t( Davao Cit

!IM!) T&E EFFECT ON T&E ACADEMIC PERFORMANCE IN !CIENCEOF *RADE I" !TUDENT! OF $IRE#E!! E#EMENTAR%

ME#ANIE M( CA+RERA

A+!TRACT

The purpose of this article is to share classroom action research studying the perception of students in using strate

intervention material as an approach in teaching science. Results of the study indicated the majority of the students preferr

using this material rather using solely the traditional approached. The elements of choice, increased learning, and extend


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experience were significant factors in student preference. The strategic intervention materials are effective in mastering

competency based skills in science based on the mean gain scores in the posttests of the experimental and control groups

Intervention materials help for the better learning of the concepts among students. osttests and maintenance te

indicated that students who were taught with material employing the causal style of discourse had significantly better retenti

of facts and concepts and were superior in applying this knowledge in problem!solving exercises. The two groups

respondents had the same level of "ental #bility before the treatments. The experimental and control groups performed at t

same level before the experiment. The experimental group performed better in the posttest than the control group. T

strategic Intervention materials were effective in teaching competency!based skills. There was significant difference betwethe mean scores in the posttests of the experimental and control groups.

$ased on the outcomes and implications of the study, the following are recommended that science teachers can use t

strategic intervention materials to re!teach the concepts and skills and help the students master the competency!based s

.%eminars and in!service training should be conducted in the division level regarding development and implementation of t

strategic intervention materials in the classroom. %cience teachers should develop more strategic intervention materials for

remaining lessons which were not included in researcher&s %I"%. %trategic intervention materials for other subjects should

made to address the least mastered skills. # similar study may be conducted covering a bigger number of respondents

another venue.

INTRODUCTION

Fo' the last ,eca,e the e,ucation -o'l, has been inun,ate, -ith i,eas on -as to in,ivi,uali

an, enhance inst'uction fo' stu,ents( The #ea'ning stles/ alte'native an, authentic assess0ent/ 0ultip

intelligences theo' a'e so0e facto's that can 0a1e stu,ents natu'all cu'ious/ -hich 0a1es science a

i,eal sub2ect fo' the0 to lea'n( !cience allo-s stu,ents to e3plo'e thei' -o'l, an, ,iscove' ne- things

is also an e3plo'ato' sub2ect/ containing activities such as han,s4on4 labs an, e3pe'i0ents( This 0a1

science -ell4suite, to ,na0ic oung chil,'en( !cience is an i0po'tant pa't of the foun,ation

e,ucation fo' all chil,'en( 56essica Coo1/ e&o-7(!tu,ies in,icate ho-eve'/ that 0an of ou' Filipi

lea'ne's a'e not attaining functional lite'ac/ -ithout -hich the fin, it too ,ifficult to 0eet the challeng

pose, b ou' 'api,l changing -o'l,( !tu,ents8 pe'fo'0ance in the National Achieve0ent Test sho-s th

!cience continues to be the 0ost ,ifficult fiel, of stu, in basic e,ucation( The 'esults a'e inten,e,

gui,e the Depa't0ent of E,ucation in its effo'ts to-a',s the i0p'ove0ent of the 9ualit of e,ucation

public schools in the :;stcentu' an, to p'ovi,e app'op'iate inte'vention fo' the stu,ents(

!tate, in the +asic E,ucation Cu''iculu0 P'i0e' :


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$ith 'ega',s to the p'oble0s pe'sisting to,a in Philippine e,ucation sste0/ ou' stan,

functional lite'ac to e0po-e' lea'ne's is at sta1e( The ,ea'th of inst'uctional 0ate'ials / the sca'cit

teache's an, poo' class'oo0s 'esulte, to lo- stu,ent achieve0ent an, inc'easing nu0be' of out4o

school chil,'en ha0pe' the0 to be active 0a1e's of 0eaningful life( The TIM!! 5T'en,s in Mathe0ati

an, !cience7 !u've alone -hich -as con,ucte, 'eveale, belo- 0aste' level 'esults/ the Philippin

'an1e, =:n, in !cience out of => count'ies that -e'e teste, 5Manila Ti0es :( Is the'e a significant ,iffe'ence bet-een the p'etest an, posttest sco'es of stu,ents in using t

t'a,itional 0etho,s of teaching an, the !t'ategic Inte'vention Mate'ials in teaching !cience@B( $hat is the level of the effects on the aca,e0ic pe'fo'0ance in !cience@

The follo-ing hpotheses a'e to be teste, in this stu,)&o; The'e is no significant ,iffe'ence bet-een the p'etest an, posttest sco'es of stu,ents usi

T'a,itional 0etho,s an, !t'ategic Inte'vention Mate'ials inteaching !cience(&o: The'e is no significant Effect bet-een the p'etest an, posttest sco'es of stu,ents usi

!t'ategic Inte'vention Mate'ials in teaching

Operational Definition of Terms:


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1. SIMS-Strategic Intervention Materials --e'e inte'vention 0ate'ials -hich ,esigne, to he

teache's p'ovi,e the stu,ents a nee,e, suppo't to 0a1e p'og'ess( The t'ie, to inc'ease an

,eepen thei' s1ills/ 1no-le,ge an, un,e'stan,ing f'o0 conc'ete science to -hat is 0o'e abst'a

The gave the stu,ents the oppo'tunit to e3plo'e thei' un,e'stan,ing an, 0a1e sense of the

ne- scientific i,eas( The helpe, the stu,ents -hat the 1no- an, un,e'stan, f'o0 the teache'

fo'0ali.e thei' thin1ing(

2. Traditional Methods of Teaching Science-Traditional science teaching relied heavily

lectures, reading, and teacher leddemonstrations.

3. cademic !erformance in Science-is the outco0e to -hich a stu,ent has achieve, thei' goa

in !cience sub2ect(It co00onl 0easu'e, b e3a0inationso' continuous assess0entbut the'e

no gene'al ag'ee0ent on ho- it is best teste, o' -hich aspects a'e 0ost i0po'tant p'oce,u

1no-le,gesuch as s1illso' ,ecla'ative 1no-le,gesuch asfacts(

M"T#OD

Research Design

The stu, a,opte, ,esc'iptive4 9ualitative app'oach to investigate the effects of !IM! on t

Aca,e0ic pe'fo'0ance in !cience of *'a,e I" !tu,ents (Desc'iptive su've ,esign suite, this stu

because it allo-s the 'esea'che' gathe'e, info'0ation/ su00a'i.e,/ p'esente, an, inte'p'ete, fo' t

pu'pose of cla'ification(

Target pop$lation

The stu, concent'ate, 0ainl on the ;>> *'a,e I" !tu,ents of $i'eless Ele0enta' !chool (T

stu, assesse, the effect of using !IM! in teaching !cience(Acco',ing to ?oul 5:


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'esea'che' chose the least s1ill of all the least 0aste'e, in all the co0petencies given b the Depa't0e

of E,ucation -hich -as the content of the st'ategic inte'vention 0ate'ial(

A pilot p'etest -as a,0iniste'e, to t-o g'oups of 'espon,ents befo'e the e3pe'i0ents( T

e3pe'i0ental g'oup -as e3pose, to the use of !IM -hile the cont'ol g'oup use, the t'a,itional -a

teaching( #i1e-ise/ a p'etest -as given to both g'oups befo'e the int'o,uction of each lesson an,

posttest afte' the en, of each lesson( +oth p'etests an, posttests given to the e3pe'i0ental an, cont'

g'oup -e'e the sa0e(

The lesson in the inte'vention -as 'ea, an, stu,ie, b the stu,ents an, the 'esea'che' ,i'ecte, t

stu,ents to lea'n in the conte3t of thei' o-n pe'sonal e3pe'iences( Fu'the'0o'e/ the cont'ol g'oup -

given the sa0e lesson/ sa0e nu0be' of contact ti0e an, 'ules -ith the e3pe'i0ental g'oup( The -e

given the sa0e p'etests an, posttest afte' the t'eat0ent( An, thei' sco'es in eve' t'eat0ent -e'e talli

an, inte'p'ete, b the 'esea'che' to ,ete'0ine -hethe' the'e -e'e significant ,iffe'ences an, the level

its effect to the stu,ents8 pe'fo'0ance in !cience base, on thei' 0ean sco'es in the p'etests aposttests(

R"SU%T ND DISCUSSION

This chapte' p'esents 'esea'ch fin,ings an, ,iscussion using ,esc'iptive statistics/

Calculation of pe'centages an, p'esentation of ,ata in table fo'0s( !tatisticall/ the p'oble0s of t

stu, -e'e ans-e'e, b the follo-ing ,ata gathe'e, b the 'esea'che'(

;( #evel of aca,e0ic pe'fo'0ance of the pupils base, on the p'e4test an, post test 'esults using tt-o st'ategies in teaching !cience in te'0s of)

;(; T'a,itional Metho,

Ta&le 1

Res$lts of the !re-Test and !ost-Test Res$lts Using Traditional Method of Teaching

*'a,e

!ection

TRADITIONA# MET&OD

Diffe'ence

#ea'ning

#evelN PRE4TE!T PO!T4TE!T

*'( I"4!apphi'e => >;( =(


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It coul, be seen f'o0 Table that all of the sections in *'a,e Fou' has an MP! inc'ease bet-e

the p'e4test an, post4test 'esults( &o-eve'/ onl *'a,e I"4!apphi'e got the Maste' #evel of =( (;> >B(;;H7( Posttests in,icate, that stu,ents -ho -e'e taught -ith 0ate'ial e0ploing the caus

stle of ,iscou'se ha, significantl bette' 'etention of facts an, concepts an, -e'e supe'io' in appli

this 1no-le,ge in p'oble04solving e3e'cises( The gaine, 0aste' level of the lesson p'esente,(

:( !ignificant ,iffe'ence that e3ists bet-een the p'e4test an, post4test 'esults bet-een):(;T'a,itional Metho,:(:!t'ategic Inte'vention Mate'ial

Table 3

T-Test on the Significant Difference between the Pre-Test and Post-Test Results etween

Traditional Method against Strategic Intervention Material

aria&le T-al$e !-al$e Decision Interpretation

T'a,itional Metho, "! !t'ategic Inte'vention Mate'ial

P'e4Test


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Post4Test (


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The 'esea'che'8s fin,ings ag'ee, -ith the fin,ings of &ogan 5:


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+ase, on the outco0es an, i0plications of the stu,/ the follo-ing a'e 'eco00en,e,)

;( !cience teache's can use the st'ategic inte'vention 0ate'ials 0a,e b the 'esea'che' to 'e4teach th

concepts an, s1ills an, help the stu,ents 0aste' the co0petenc4base, s1ill

:( !e0ina's an, in4se'vice t'aining shoul, be con,ucte, in the ,ivision level 'ega',ing ,evelop0ent an

i0ple0entation of the st'ategic inte'vention 0ate'ials in the class'oo0(

( !cience teache's shoul, ,evelop 0o'e st'ategic inte'vention 0ate'ials fo' the 'e0aining lessons -hi

-e'e not inclu,e, in 'esea'che'8s !IM!(

=( !t'ategic inte'vention 0ate'ials fo' othe' sub2ects shoul, be 0a,e to a,,'ess the least 0aste'e, s1ills

>( A si0ila' stu, 0a be con,ucte, cove'ing a bigge' nu0be' of 'espon,ents in anothe' venue(

Action Research-final for SUMMIT

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