Teacher-made Science Strategic Intervention

Material: Tool to Enhance the Performance Level of

Grade Six Pupils

MARIA_JOSEPHINE AQUINO PLEÑOS

“Rich countries are science-rich and poor countries are science-poor.” Dr. Frank Tui

Countries with a majority of science-literate citizens are rich and developed country as seen in first world countries like the Unites States of America, Singapore, Macau and Hong Kong.

2011 Trends in International Mathematics and Science Study (TIMMS) in Science showed that the Philippines belong to the “really below average countries” with 77% of the takers in the low bracket.

Introduction

Bacongco Elementary School’s periodic examinations also show competencies in every grading period that fall below the mastery level. The pupils’ final grades in science at the end of the school year also show that regular remedial lessons and peer mentoring are not enough to address the low performance level in certain competencies.

Strategic Intervention Material (SIM) are known to aid pupils in the remediation process.

The SIM prepared by the researcher includes reading-writing activities which makes the learner accountable for his/her own learning.

This action research would like to determine the effectiveness of the teacher-made SIM as remedial material.

Introduction

(Barredo, 2014) SIM improved the academic performance in science of elementary school pupils and the pupils are able to remember the lessons over a longer period of time after using the SIMs.

(Salviejo, et. al., 2014) SIM used as instructional material made most of the students adopt the deep learners’ approach. It enhanced the performance of students in Chemistry regardless of learning approach adopted. The experience is enjoyable, interesting and contributing positive attitude towards Chemistry.

(Dy, 2007) The use of several SIMs in Physics increased the NAT of Division of Albay from below 75% in SY in 2003-2004 to 75% in SY 2014-2005 for the experimental group.

(Gultiano, 2012) SIM contributes to better learning of the concepts in Chemistry. There is also better retention of concepts learned and that students who used the SIM are more superior in applying the knowledge in problem solving exercises.

Related Literatures

To determine the effectiveness of the teacher-made Science Strategic Intervention Material in increasing the performance level of the Grade Six pupils of Bacongco Elementary School in the competency, identify the energy transformation that happens in given examples, the following questions were answered:

1.Did the teacher-made Science Strategic Intervention Material increase the performance level of the Grade Six pupils of Bacongco Elementary School in the specified competency;

2.What is the percentage increase in the performance level of the tested pupils: and

3.How do the experiences of the pupils with the use of the teacher-made Science Strategic Material affect their performance level?

Research Questions

The following are the hypotheses of the study:

HO: The use of the teacher-made Science Strategic Intervention material did not improve the performance level of the pupils.

HA: The use of the teacher-made Science Strategic Intervention material improved the performance level of the pupils.

Conceptual Framework

Research Locale and Respondents

Based on the format and requirements of the Department of Education; capacities and abilities of the pupils; and the characteristics and culture of the community.

The material is pupil-friendly with easy-to-write-on pages, colored pictures, varied, large-font writings, easy to follow instructions, thought-provoking questions and fun activities.

The Strategic Intervention Material

Since this is a pupil’s personal material, there is a provision at the end of every activity where the pupil could express his/her confidence about his/her work.

The Strategic Intervention Material

There are also references for individual reading and interactive learning or on-line learning.

The Strategic Intervention Material

There are answers provided for every activity.

Minimal teacher facilitation is required by the material.

The Strategic Intervention Material

The SIM’s content and format was validated by the City Division of Koronadal and won fourth place in the 2014 National Science Quest.

The Strategic Intervention Material

Research Design

Results and Discussions

Results and Discussions

Graph of the results of the first assessment test

Results and DiscussionsGraph of the results of the second assessment test

Respondents

ΣX M SDCalcula

ted t-value

Tabulart-value

Group A

116 12.89 7.65

2.177 1.711Group

B88 9.78 19.32

Group C

111 12.33 7.11Respondents

ΣX M SDCalcula

ted t-value

Tabulart-value

Group A 113 12.56 17.11211.675 1.711Group B 78 8.67 62.51

Group C 104 11.56 12.34

Results and DiscussionsStatistical data for the two assessment tests

First Assessment Test

Second Assessment Test

Results and DiscussionsPupils’ answers to the questions regarding

their use of the SIM

1.Did the teacher-made Science Strategic Intervention Material increase the performance level of the Grade Six pupils of Bacongco Elementary School in the specified competency;

Yes, the teacher-made Science Strategic Intervention Material increased the performance level of the Grade Six pupils of Bacongco Elementary School in the competency, identify the energy transformation that happens in given examples, as shown by the results of the study;

Conclusions

2.What is the percentage increase in the performance level of the tested pupils

There is an average of 88.89% increase in the performance level of pupils who used the teacher-made Science Strategic Intervention Material, “Ylao, Your Energy Booster Friend;” an average of 22.22% increase in the performance level of pupils who did not use the teacher-made Science Strategic Intervention Material; and a 66.67% performance level of the pupils who previously passed the summative test;

Conclusions

3.How do the experiences of the pupils with the use of the teacher-made Science Strategic Material affect their performance level?

The positive experiences of the pupils who used the teacher-made Science Strategic Material affected their performance level. The pupil with a negative experience in the difficulty level of the teacher-made Science Strategic Intervention Material scored poorly in both assessment tests.

Conclusions

1.That the teacher-made Science Strategic Intervention Material, “Ylao, Your Energy Booster Friend,” should be tried in Grade Six pupils of other schools;

2.That different Strategic Intervention Materials should be made and tested for other least-learned competencies in Grade Six Science; and

3.That different Strategic Intervention Materials should be made and tested for the least-learned competencies in the different grade levels in Science.

Recommendations

Thank you for listening