Friday, June 3, 2016

My Reflection in Teaching Science

My Reflection in Intervention LEACHEs




      Being a Science Teacher is a very challenging task. The conduct of this action research brought a lot of realizations on my part. I have learned many things about myself as a teacher, both from proper execution as well as putting my heart in teaching the subject. I feel confident at this point that I am capable of successfully mentoring Grade Six pupils. I have acquired useful teaching skills, many of which came directly from the day-to-day dealings with my pupils. It is not just about teaching the concepts but letting them learn and love Science in different ways. To appreciate their improvised material and dealing with the techniques to solve academic performance problems to name a few.
         The most surprising thing I learned during the duration of this study is how far I have come in my teaching abilities and how effective I am as their Science mentor and adviser. At first, I was hesitant to continue working with the action research proposal. Now I can see clearly the reason why there is a need to reach them out through action research. I have learned to know deeply my pupils’ capacity to gauge comprehension. The learners were able to dynamically interact with each other in both formal discussion as well as group dynamics.
          Based on what I observed, I consider my pupils as one of my teaching strengths. Their thirst with daily activities drove the class to strive harder in targeting the class expectation. Such expectation is to increase their performance through written tests and performance. I feel I am fortunate that my superiors inspire me to pursue the provision of materials needed, observe time management and indulge with parents’ cooperation. A somewhat unique experience that I had is when a pupil did not understand a concept, I let them find a fun challenge to get the right analogy or example that finally let them come up with the correct answers. The intervention LEACHes (Learn Concepts through Hands on Experiences) was very helpful for my slow learners.

 It is true that Science, among Grade Six subjects, was once considered as a boring one. Since, an action research was applied by the class, it has been realized that there is fun in Science. As for me, I became an instrument for them to learn the concepts and love Science even more.

Sunday, May 22, 2016

Rosmin's Action Research Terminal Report




INCREASING THE LEVEL OF PERFORMANCE OF GRADE VI PUPILS IN SCIENCE THROUGH INTENSIVE HANDS ON LEARNING


           
ABSTRACT
            This study aimed to increase the level of performance of Grade VI pupils in Science though intensive hands on learning of San Juan Elementary School, San Juan, Alaminos Laguna, S.Y. 2015-2016.
            Specifically, it sought answers to the following concerns: less exposure to hands on activities, lack of Science apparatus/ materials and inadequate time for the execution of hands on activities. In connection with the situation stated, the alternative solutions to solve the problems are regular exposure to hands on activities, provision of improvised apparatus or materials and allotment of adequate time for hands on activities execution.
            The descriptive method of action research was used in this study. Forty-seven Grade VI pupils were involved.  Purposive sampling technique was used in the selection of pupils since all of them were included as respondents. Data were gathered through the use of Pre-Test and Post Test, Formative Test and Rubrics. Mean and Mean Percentage Score (MPS) were the treatment used.
The action research found out that the mastery level of the respondents during pre-test was low mastery while during post-test was average mastery. There is significant difference on the mastery level of the pupils as shown by their pre-test and post-test results.
These differences were found to be statistically significant at 10% level of probability. The results showed that the intervention LEACHES (Learn Concepts through Hands on Experiences) helped the students significantly improved their performance. It was also determined that the students had the highest scores during posttest in which they performed satisfactorily during hands on activities.
            In view of the findings and conclusions of the study, the following recommendations were suggested: that (1) the conduct of regular group activities must be maintained (2) the intervention LEACHEs  must be properly implemented, (3)   time management during the conduct of Science activities must be observed, (4) participation and cooperation of the parents are strongly encouraged, and (5) a follow-up action research should be conducted among other classes.
Key words: hands on activities, Science apparatus, Science materials, level of performance, expose, adequate time
Type of Research: Action Research








_________________________________________________________________________
          

I.                CONTEXT AND RATIONALE
            The level of performance of the pupils mirrors the success of the teaching learning process of the learners. Thus, their performances directly tell the strengths and weaknesses of the teacher’s and curriculum competencies. Science competencies at present is directed more of the exposure of the learners to hands on activities and inquiry skills. Learning through experience has greater impact among the pupils as they gain knowledge in Science. Through self exposure, they adopt skills.
            There is apparent decline in basic skills among Grade VI pupils of San Juan Elementary            School. The low level of performance in Science class is very evident because of less exposure to hands on activities. Group assessment shows that three (3) out of four (4) groups could be able to accomplish the activities given on time. The rest found it hard to analyze the questions for comprehension, reasoning, judgment and synthesis due to insufficient time left for them. Thus, this poor performance directly affects their achievement in Science. In addition to this, pupils are found to have poor performance in group hands on activities. Thirty six percent (36%) of the class participate actively during the activities and class recitation while sixty four percent (64%) are passive in answering activity questions due to insufficient materials used. Based on the first periodical tests, the class got the mean percentage (M) of 34.00 with the mean percentage score (MPS) of 68.00%. This result shows that their class participation is restricted.
            It is based on the above problem, that the researcher, as Grade Six Adviser and Science Teacher, aim to increase the level of  performance in formative and periodical tests which will lead to increase in this year’s National Achievement Test result of grade six in San Juan Elementary School. At the same time, they will be exposed to different tasks in hands on activities and inquiry skills.



RESEARCH QUESTIONS
            Poor performance in hands on activities among Grade Six pupils of San Juan Elementary School, Alaminos, Laguna is the primary concern of this research.
POSSIBLE CAUSES OF THE PROBLEM
            The problems above are observed based on the following concerns:
•           Less exposure to hands on activities
•           Lack of Science apparatus/ materials
•           Inadequate time for the execution of hands on activities

SCOPE AND LIMITATION
This research work will be implemented for one quarter, October to January during the School Year 2015-2016.
This action research is intended for forty-seven (47) Grade Six pupils of San Juan Elementary School, Alaminos, Laguna during the academic year 2015-2016.

GENERATION OF ALTERNATIVE SOLUTIONS
            In connection with the situation stated, the following are the alternative solutions to solve the problems:
1.         Regular exposure to hands on activities
2.         Provision of improvised apparatus or materials
3.         Allotment of adequate time for hands on activities execution


In line with the specific objectives enumerated in this study, here are the activities undertaken by the teacher:

1. To improve the pupils’ performance through exposure to hands on activities
            a. Conduct of regular group activities
            b. Implementation of intervention LEACHEs (Learn
Concepts through Hands on Experiences)

2.To provide improvised apparatus and materials during hands on activities
            a. Advanced preparation of Science apparatus or materials to be used
            b. Production of improvised Science apparatus or materials to be used

3.To execute hands on activities with adequate time
            a. Observing time management
            b. Advanced discussion of activities to be accomplished


II. REVIEW OF RELATED LITERATURE
Hands-on learning is learning by doing. To even imply that it is a fad is to ignore what has been taking place in education, both formal and informal, for years. Vocational education has always understood that if you want someone to learn to repair an automobile, you need an automobile to repair. If you want to teach someone to cook, you put them in a kitchen. Whoever heard of teaching someone to swim in a traditional classroom? Likewise, I do believe we are learning that in order to truly teach science, we must "do" science (Jeff G. Brodie, 2002). In line with the hands on experience, I consider this statement from Brodie as a factor that can contribute for the enhancement of my pupils’ ability to think critically. My pupils could have a chance to plan a process to test a hypothesis, put the process into motion using various hands-on materials, see the process to completion, and then be able to explain the attained results.
    The benefits of hands-on-learning in my school revolves around those children who are either not as academically "talented" or have not shown "interest" in school. This method tends to stimulate these type of students into participating and eventually absorbing information that I believe they would not get from "normal" show-me - tell-me methods. Marv Hougland, seventh and eighth grade teacher, Clearview School, Lorain, OH ( Updated on October 8, 2013). Since the primary concerns of this action research        are the hands on activities, this excerpt quoted by Hougland supports my objective of increasing the level of performance of Grade Six pupils.
In a peruse carried out by Owolabi (2004) on a diagnosis of students’ difficulties in Physics, he revealed that bad performance of students in Physics could have emanated from student’s lack of plump concept of Physics concepts Aiyelabegan (2004) identified attitude, reach of students and teacher to Physics, inadequacy of practical equipment, unconducive environment and lack of estimable hands to handle practical works as factors affecting student performance in Physics. This is related to my research when it comes to class participation of my Grade Six pupils in Science. These are the evidences that my pupils are not exempted in experiencing difficulties in performing the assigned tasks in individual and group activities.
According to Doğan (2010), Science teachers experienced that they did not have adequate time for all activities. The findings were parallel to those of this study. The teachers in Doğan’s study also stressed shortage of time by saying that “implementing various activities in the classroom takes too much time”. This opinion is related to my research problem as we encounter conflicts in managing our time during hands on activities.
Meanwhile, Bozdoğan and Yalçın (2008) stated that teachers’ opinions about implementing the activities in the science and technology course mentioned a problem stemming from lack of materials. They also reported that there were teacher complaints about lack of materials. Thus, it can be seen that the issues of lack of materials still remain over the years as primary problems.  As a Science teacher, lack of equipment to be used greatly affects the success of my pupils’ activities. Actual progress of the experiment is not exactly achieved through its limited materials.

CONCEPTUAL FRAMEWORK
                                   
                                        INPUT             PROCESS        OUTPUT                         


THE PLAN OF ACTION OBJECTIVES
The main purpose of this action research is to increase the level of performance of Grade VI pupils in Science through hands on activities.
Specifically, it aims the following:
1.    To improve the pupils’ performance through exposure to hands on activities
2.    To provide improvised apparatus and materials during hands on activities
3.    To execute hands on activities with adequate time

B.       TIME FRAME

This research work will be implemented for one quarter, October to January during the School Year 2015-2016.

TARGET DATE
PERSONS INVOLVED
ACTIVITIES
EXPECTED RESULTS
May 2015





October 2015
to
January, 2016


·         EPS-Science
·         District Supervisor
·         School Head


·         District Supervisor

·         Guidance Counselor

·         Class Adviser

·         School Head

·         District Principal Coordinator in Science

·         Concerned Parents

·         Grade Six pupils


-Seeking permission for the conduct of the action research

-Utilization of Time Table

-Empowering group studies

-Production of improvised apparatus and materials
-A permission to conduct an action research was sought


-Pupils will improve their formative and periodical test results.

- Pupils increase their academic performance through the implementation of activities undertaken



C.         TARGET SUBJECTS

This action research is intended for forty-seven (47) Grade Six pupils of San Juan Elementary School, Alaminos, Laguna during the academic year 2015-2016.

D.         WORK PLAN
The following are the activities conducted to realize the objectives posted in this study.

ACTIVITIES
DATA TO BE COLLECTED
DATA ANALYSIS/
STATISTICAL TREATMENT

-Hands on Activities

Ø  Result of formative and periodical tests

Weighted Mean

-Group studies and activities

Ø  Performance Card
Ø  Rubrics
Ø  Pupil’s insights, reflections and self-assessment

Percentage
Weighted Mean

-Production of improvised apparatus and materials

Ø  Result of formative and periodical tests

Percentage
Weighted Mean

III.           RESEARCH DESIGN

POPULATION AND SAMPLING
            There was one (1) group of respondents included in this action research and this consisted of forty-seven (47) pupils who were considered in this study.
      The respondents pertained to Grade VI pupils of San Juan Elementary School, Alaminos, Laguna during the academic year 2015-2016. Purposive sampling technique was used in the selection of pupils since all of them were included as respondents.

IV.          PRESENTATION AND ANALYSIS

                    Poor performance in Science activities is evident among the learners. . Pupils experience difficulties to Science concepts because of less exposure to hands on activities and insufficient Science materials and time.  Thus, these difficulties hinder their interest to learn by doing.  
            The research work was completed with series of difficulties when it comes to the assessment of the group activities. The pupils’ attitude toward group activities, behavior during group works and availability of the materials were stressed.
     Another problem that was encountered was by conducting a conference with the parents of the pupils. Limited time is allotted by the parents to tackle poor academic performance of their children in Science. It has been noted that their help in motivating their children to study at home was urged. Certainly, parents who collaborated   in this research contributed to the achievement of the objectives cited in this study.
     This chapter presents the data which the teacher-researcher gathered for the completion of this study. Furthermore, the data collected were organized and given corresponding analysis and interpretation.
PRE-TEST AND POST TEST RESULTS
Table 1

Pretest and Post Test Result of Grade Six Class in Science

t-Test: Paired Two Sample for Means

Pre-Test
Post Test
Mean
22.89361702
40.00000000
Variance
9.792784459
17.86956522
Observations
47
47
Pearson Correlation
0.249790355
Hypothesized Mean Difference
0
Df
46
t Stat
-25.5589718
P(T<=t) one-tail
3.96313E-29
t Critical one-tail
1.678660414
P(T<=t) two-tail
7.92625E-29
t Critical two-tail
2.012895599


            The  table above shows that pre-test scores ranged from 9 to 18 while post test scores ranged from 24 to 50 which means a 17.11 increase of scores as shown in the gap between the post-test and pre-test.  Statistical Analysis showed an average of t-Test: Paired Two Sample for Means   Pre Test(Variable 1) and Post Test (Variable 2) Mean 22.89361702 40.00000000 Variance 9.792784459            17.86956522 Observations 47 47 Pearson Correlation 0.249790355 Hypothesized Mean Difference 0 df 46 t Stat -25.5589718 P(T<=t) one-tail 3.96313E-29 t Critical one-tail 1.678660414 P(T<=t) two-tail 7.92625E-29  t Critical two-tail  2.012895599   t-Test: Paired Two Sample for Means   Variable 1 Variable 2 Mean 22.89361702 40.00000000 Variance  9.792784459    17.86956522 Observations 47 47 Pearson Correlation  0.249790355 Hypothesized Mean Difference 0 df 46       t Stat -25.5589718 P(T<=t) one-tail 3.96313E-29 t Critical one-tail 1.678660414 P(T<=t) two-tail 7.92625E-29 t Critical two-tail  2.012895599.



                  The table reveals that the t Stat is equal 25.56, which refers to the mean difference between the post-test and pre-test scores. The p-value is 7.93 which is greater than .01 which means that the test scores are NOT significantly different.

            The result showed that the post test scores after LEACHEs is remarkably better as compared to those which were taught the traditional approach. Looking at the mean scores, it signifies that the variance of the Post test was smaller than that of the Pre-Test which suggest that the pupils’ academic performance improved as compared to the pre-test result.
Figure I
PRE-TEST AND POST TEST RESULTS IN SCIENCE
            As can be seen from the graph, there was 50% increase in Mean and MPS. It reveals that the Grade Six pupils performed satisfactorily in Science Test. Clearly, for the Pre-Test Result, Grade Six Pupils has low Mean and MPS. However, for the Post-Test Result, it is very obvious that the calculated SD after the intervention is greater than the previous one.          The results are very significant since the learners exposed in hands on learning showed significant difference with regards to test results. This then makes it safe to conclude that LEACHEs is effective in teaching Science.
The interest and love in Science among the pupils are motivated through proper and sufficient implementation of the teacher.  Likewise, I do believe we are learning that in order to truly teach science, we must "do" science (Jeff G. Brodie, 2000). The teacher, thus, implemented the most appropriate way to make the pupils eager in learning Science concepts.
FORMATIVE TEST RESULTS
Table 2 shows the learning competencies in Science for Third Grading period with corresponding formative scores of the GRADE VI Pupils.

Table 2
FORMATIVE TEST RESULTS

LEARNING COMPETENCIES
MEAN
MPS
SD
1. Describe the different layers of the earth
4.13
82.60
2.03
1.1 Describe the characteristics of each layer
4.29
85.80
2.07
2.Explain how an earthquake occurs
3.92
78.40
1.97
2.1 Demonstrate how blocks of rocks move along faults
4.25
85.00
2.06
2.2 Illustrate the three types of plate movements
4.54
90.80
2.13
2.3 Differentiate intensity from the magnitude of an
4.63
92.60
2.15
Earthquake



2.4 Describe the effects of an earthquake
4.24
84.80
2.05
2.5 Practice precautionary measures before, during
3.88
77.60
1.96
And after an earthquake.



3. Explain how volcanic eruption occurs
4.1
82.00
2.02
3.1 Describe how volcanic eruption occurs.
4.17
83.40
2.04
3.2 Differentiate an active from an inactive volcano.
4.33
86.60
2.08
3.3 Describe the effects of a volcanic eruption.
4.21
84.20
2.05
3.4 Practice precautionary measures before, during
4.55
91.00
2.13
And after volcanic eruption



4. Explain how tsunami occurrence.
3.75
75.00
1.93
4.1 Identify signs of tsunami occurrence.
3.45
69.00
1.85
4.2 Simulate what to do when tsunami occurs.
4.02
80.40
2.00
TOTAL
4.15
83.08
2.04

            The result revealed that the Grade Six pupils who were exposed to LEACHEs obtain a Mean Score of 4.15 with Mean Percentage Score of 83.08% respectively (SD=2.04).
            Meanwhile, the most learned skills were differentiate intensity from the magnitude of an earthquake with Mean of 4.63 and MPS of 92.60%. It has been followed by practicing precautionary measures before, during and after volcanic eruption with Mean of 4.55 and MPS of 91.00%. Next competency was illustrating the three types of plate movements with Mean of 4.54 and MPS of 90.80%.
It has been noted that the least learned skills were identifying signs of tsunami occurrence (M=3.45, MPS=         69.00%), explaining how tsunami occurs (M=,3.75, MPS=      75.00% , and practicing precautionary measures before, during and after earthquakes (M=3.88, MPS=            77.60%) respectively.
RUBRICS
The following figures show the average group performance evaluation result of Grade VI pupils based on rubrics for group evaluation.
The following criteria are measures based on ranges 9-10 which means Excellent, 7-8 is Very Good, 5-6 is Good, 4-3 is fair and 2-1 is Poor.
                        Based on the first criteria, coverage of content, Group I and 4 are on the same range which is interpreted as excellent. Group 2 is very good while Group 3 is good in this aspect. Their group performances after the intervention show evidence of performing excellently as compared to their performance before the implementation of the study.
With regards to criteria number 2, Organized, Logical and Sequential presentation of content, Group 1 got the highest score of 8 which means the group is Very Good. It is followed by Group 3 and 4 (Very Good) while. Group 2 is Good.
Being organized, logical, and sequential mirrors good personality traits of individuals as it shows how learning is develop in their intellects as supported by Strong (2004).
Meanwhile, Group 4 and Group 3 got the highest score of 8 (Very Good) in terms of selection and utilization of media technology.  Group 1 and 2 did good, too, obtaining the score of 7 in this category.
Differentiated instruction is based on the concept that the teacher is a facilitator of information, while students take the primary role of expanding their knowledge by making sense of their ability to learn differently (Robinson, Maldonado, & Whaley, 2014).
The class’ Group 4, Group 2 and Group 3 used sound reporting principles which can be interpreted as Very Good. Meanwhile, Group 1 perform good in this category.
This category has been supported by Anderson (2007) as he noted that it is imperative not to exclude any child in a classroom, so a differentiated learning environment must be provided by a teacher through a sound reporting principles.
In terms of creativity, Group 1, Group 2 and Group 4 perform Very Good. Meanwhile, group 3 is good in showcasing their artistic skills during group output presentation.
Creativity is the act of turning new and imaginative ideas into reality. Learners have wide range of imagination, thus, it can be developed and nurtured in different learning areas.
            The table supports the performance of the group in terms of innovation. Basically, each group performed Very Good when it comes to the use of multi-media innovation during group activities. As cited by Kate Ortiz (2013), innovation starts in classroom through group efforts.
AVERAGE GROUP PERFORMANCE EVALUATION RESULT      
 This Rubrics assessment therefore shows that pupils of Group 2 did an excellent performance during group hands-on activities with an average score of 8.14. Group 2 obtained an average score of 7.43 followed by Group 2 and Group 3 which garnered a score of 7.14.
Table 3
AVERAGE GROUP PERFORMANCE EVALUATION RESULT
GROUP
Score
Range
Group 1
7.43
Very Good
Group 2
8.14
Very Good
Group 3
7.14
Very Good
Group 4
8.14
Very Good
It is evident that hands-on activities performed in groupings made the learners well-motivated and act accordingly during Science intervention classes.
The male respondents obtained the mean of 43.23 with a Mean Percentage Score (MPS) of 86.46% (SD=6.57) Meanwhile, female respondents got a Mean of 44.30 with a Mean Score (MPS) of 88.60% (SD=6.65). It is a clear evidence that  the whole class highly passed the summative test after garnering a Mean of 47.53 and a Mean Percentage Score (MPS) of 95.06% (SD=6.89) respectively.

V.         CONCLUSIONS

1.    The conduct of regular group activities relatively help improve the performance of the pupils and get higher percentage score in formative and achievement tests.
2.    The implementation of the intervention LEACHEs (Learn Concepts through Hands on Experiences) improve the pupils’ performance and sustain their interest in learning Science.
3.    The preparation of Science apparatus and other materials in advanced help the class to maximize the time allotted in the activities.
4.    The production of improvised Science apparatus and materials are effective in the execution of the activities stated in the activities sheets.
5.    Observing time management increase positive result for the execution of hands on activities.
6.    Advanced discussion of activities set the minds of the pupils for smooth flow of the discussion and hands on activities in Science.



VI.                RECOMMENDATIONS
In view of the findings and conclusions of the study, the following recommendations are given.
1.    The conduct of regular group activities must be maintained by the personnel involved.
2.    The intervention LEACHEs (Learn Concepts through Hands on Experiences) must be properly implemented.
3.    Time management during the conduct of Science activities must be observed.
4.    Participation and cooperation of the parents are strongly encouraged.
5.    A follow-up action research on the same conceptual framework should be conducted among other classes.

VII.REFLECTIONS

Teacher’s Reflection
The most surprising thing I learned during the duration of this study is how far I have come in my teaching abilities and how effective I am as their Science mentor and adviser. At first, I was hesitant to continue working with the action research proposal. Now I can see clearly the reason why there is a need to reach them out through action research. I have learned to know deeply my pupils’ capacity to gauge comprehension. The learners were able to dynamically interact with each other in both formal discussion as well as group dynamics.
Based on what I observed, I consider my pupils as one of my teaching strengths. Their thirst with daily activities drove the class to strive harder in targeting the class expectation. Such expectation is to increase their performance through written tests and performance. I feel I am fortunate that my superiors inspire me to pursue the provision of materials needed, observe time management and indulge with parents’ cooperation. A somewhat unique experience that I had is when a pupil did not understand a concept, I let them find a fun challenge to get the right analogy or example that finally let them come up with the correct answers. The intervention LEACHes (Learn Concepts through Hands on Experiences) was very helpful for my slow learners.
 It is true that Science, among Grade Six subjects, was once considered as a boring one. Since, an action research was applied by the class, it has been realized that there is fun in Science. As for me, I became an instrument for them to learn the concepts and love Science even more.

Pupils’ Reflection
      As a leader of our group, I was challenged at the beginning of the school year. Our teacher, Mrs. Rosmin A. Cafirma, informed us about the activities to be done in Science.  I realized that it was not really hard to be a leader because our teacher has been very helpful from the very beginning. We, leaders were oriented before the experiments so we knew how to follow the instructions in activity sheets. She has been very accommodating when we asked questions about the procedure of the activities.  During activity time, I learned how to act as a leader to my group. I could be able to give command to my members. I let them ask questions about out topic. I answered their questions to the best of my knowledge. It was not that easy to be a leader but I felt happy with the outcome of our group works and output.
                                                                  -Jun-jun  T. Cellar, Group I Leader





REFERENCES

A.   BOOKS

Anderson, K. M. Tips for teaching: Differentiating instruction to include all students. Preventing School Failure, 51(3), pp. 49-54. Retrieved from Education Research Complete database. (Accession No. 24944365), 2007
Brodie, George N. Leadership Styles: An Assessment. Boston: Richard Edwin Inc, 2000
Salandanan, Gloria G. Teacher Education Journal. Quezon City: Katha Publishing, 2013
Stronge, J. Teacher effectiveness and student achievement : What do good teachers do? Paper presented at the American Association of School Administrators Annual Conference and Exposition, San Francisco, California, 2004
Owolabi,James H. Qualities of Effective Teachers.ASCD Publications,
2004

B.   JOURNALS/PERIODICALS

Dogan, Rechilda R. “The Role of Teachers and Learners in Developing 
Classroom Management and Teaching Skills”. The Modern Teacher. Vol.Ll, No.8, January 2010

      C.DOCUMENTS
Philippine Agenda for Educational Reform, October 2000.
C.   ELECTRONIC RESEARCH
http///www.Google.com

http///www.Yahoo.com1