THE EFFECTIVENESS OF THE SCIENCE STRATEGIC INTERVENTION MATERIAL

IN INCREASING THE PERFORMANCE LEVEL OF GRADE SIX PUPILS OF DATU

AMPANAS ELEMENTARY SCHOOL BASED ON THE SPECIFIED LEAST-LEARNED
COMPETENCIES

MARY ROVELYN F. CABRALES

i. Context and Rationale

Teaching is instrumental to learning. Teaching and learning in science is at the helm of the
concerns of every science educator today. Some educators suggest that a scientific curriculum
should provide transfer of knowledge and understanding from the classroom to wide realm of
experiences. (Cordia, 2000).This means that teaching should not only be limited to acquisition of
knowledge but also in the development of thinking skills.

In teaching science, greater emphasis should be placed on science as a process and the
development of higher cognitive skills through science process skills, and the relevance of the
concepts and principles to daily life. Moreover, concept learning is inevitably involved in any
science investigations. Real science is both a process and product inseparably joined.

The Basic Education Curriculum (BEC) is learner-centered. As such, teachers have to give prior
attention to the characteristics of the students. For instance, to provide optimum instruction, it is
important to know the appropriate teaching-learning approaches and strategies applicable to a
certain group of students or learners. This knowledge will help the teachers design and tailor the
activities to be conducted in the classroom.

Science and technology plays a vital role in building a strong foundation for economic and social
progress. However, while there are those who prefer to enjoy the subject, there are also those
who prefer to do other things than to do the subject.

In its continuing effort to raise the quality of education in the country, the Department of
Education (DepEd) continuously implements innovations particularly in Science. The focus of the
Science Education Program of the Basic Education Curriculum is to make learning meaningful
for students, in order to improve their achievement. In fact, most of the seminars, trainings and
scholarships sponsored by the DepEd and Department of Science and Technology (DOST) for
teachers teaching science subjects have the objectives of furthering the enhancement of their
knowledge and skills in delivering goods to the students. Which is also why the Science
Intervention Materials are presented and incorporated in modern-day instructions.

ii. Review of Related Literature

Intervention Materials in Science Teaching

Researchers in Science teaching are trying to find out how science can be taught in such a way that
children will learn the fundamental concepts of both physical and biological science. At the same
time, they learn that while scientific ideas are based on the observation of natural phenomena, these
are also the product of human inventiveness and imagination. Problems in science will always arise
as a child observes nature. One may wonder or be astonished over a certain phenomenon and may
even call it a miracle. The child may be frustrated when he fails to find an adequate explanation.

Bruce, et al (2001) pointed out that the development of positive attitudes towards any school subject
is fundamental for several reasons. First, attitude is related to achievement and may enhance
cognitive development directly. Second, positive attitude toward a subject makes students more
likely to engage in lifelong learning both formally and informally. More specifically, in the area of
science teaching, positive attitude affects both course and career choices.
According to Bretz (2001), Novak’s Theory of Human Constructivism states that “a meaningful
learning underlies the constructive integration of thinking, feeling, and acting, leading to human
empowerment for commitment and responsibility”. Meaningful learning will only occur when
education provides experience that requires students to connect knowledge across the three
domains either cognitive, affective, or psychomotor domain. Students must not only read concepts,
but must also design and carry out experiments in the laboratory which will allow them to connect
these abstract concepts to choices they must make in their daily lives.

The science teacher must design a learning experience which will attend to three domains. Science
students must have an understanding of and a commitment to the requisite conditions for meaningful
learning. Science teacher need an equally important obligation to inform themselves of what their
students already know, so that they can teach accordingly. Novak’s theory gives the “irreducible
commonplace” - the evaluation. Evaluation is obviously important in measuring learning outcomes.
Test will assess students’ cognitive, practical and social skills.

iii. Research Questions

This research attempts to look into the following questions such as:

This study aimed to prepare, validate and determine the effectiveness of the Strategic
Intervention Materials (SIM) in Science VI. Specifically it sought to answer the following
questions:

1. What are the least-learned competencies based on the Mean Percentage Score (MPS) of
Datu Ampanas Elementary School in the National Achievement Test, for school year 2013-2014?

2. What Strategic Intervention Materials (SIM) in teaching Science can be prepared from the
results of the National Achievement Test?

3. What are the achievements of the students exposed to the Strategic Intervention Materials
(SIM) compared to the students taught in the traditional approach?

5. Is there significant difference in the achievement of the students in the control group and
experimental group?

iv. Scope and Limitation

The pupils in the two classes in Science VI handled by the researcher will be the respondents in this
study. The selected respondents will be coming from the Datu Ampanas Elementary School.

v. Work Plan

Steps in the Research Time Estimates

Process
1. Title 1 day
2. Context and Rationale 2 days
3. Review of Related Literature 3-5 days
4. Research Questions 2 days
5. Scope and Limitation 1 days
6. Methodology 3 to 5 days
7. List of References 3 days
 vi. Action Plan

Activities/Strategies Data to be Data Time Frame Responsible

Collected Analysis Persons

Preparation of NAT science VI Frequency February 5-8, Researcher

Evaluation Instrument least-learned Weighted 2016 and School
competencies Arithmetic head
Mean
And Ranking

Conducting the Pre-test and Mean February 22- Teachers

instruments to the Post-Tests 24, 2016 Pupils
respondents Scores Standard School Head
Deviation

Interpretation of Effectiveness Level of February 25- Researcher

gathered data of the SIM significance March 5,
2016

vii. List of References

BRETZ, STACEY L. 2001. JOURNAL OF CHEMICAL EDUCATION ONLINE SYMPOSIUM.

JCHEMED.CHEM.WISE.EDU., AUGUST.

BRUCE, ET.AL. 2001. “EXECUTIVE SUMMARY OF THE RESEARCH SYNTHESIS ON EFFECTIVE TEACHING
PRINCIPLES AND THE DESIGN OF QUALITY TOOLS FOR EDUCATORS”. PUBLISHED MATERIAL
CORTEZ. JOSEFINA R. “A RESEARCH-BASED TEACHER EDUCATION REFORM FOR THE PHILIPPINES”.
PAGE JOURNAL.