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
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
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