Abstract
In educational system, just like in a classroom setting, there is a degree or sense of uncertainty or ambiguity on how teaching-learning process will take place. It is the duty and responsibility of the teacher to structure the classroom in maximizing students learning by engaging in all modalities such as hearing, visual, olfactory, kinesthetic and gustatory. Moreover, by bringing students together in the classroom to produce group interaction that facilitates learning in different individuals. I, the Researcher, had facilitated an active learning through the use of Mode of Response for Students Engagement (MORSE). Intervention was the use of personalized card, dyad, work cell group and random calling conducted twice a week for the duration of the 1st grading period. The 29 respondents from experimental group were subjected to MORSE and 29 respondents from control group were given traditional classroom engagement. The proponent sought to answer the following research questions: What was the effect on the academic performance of the students who were subjected to MORSE? Was there a significant difference in the pre-test and post-test result using the traditional method and of the MORSE method? Lastly, what was the implication of MORSE method in teaching Earth Science among grade 10 students? The collected data of pre-test and post-test results were gathered and treated using paired sample t-test of difference and mean. Sample paired t-test result showed that the computed t value of 7.45 is greater than the t critical value of 1.701 at level of significance of 0.05. There is significant difference on the post test result between the control group and experimental group. The Experimental group, who were subjected to MORSE techniques achieved higher post-test than the control group. Based from the analysis gathered, MORSE methods is highly effective as means of engaging students to actively participate and improve academic performance in Earth Science. Therefore, I, the proponent recommended the use of MORSE in classroom activities. Likewise, teachers can make use other MORSE techniques or devices to facilitate active learning in the classroom for whole class engagement.
Highlights
Rationale and Review of Related LiteratureThe active learning process can be illustrated by a Chinese proverb “tell me and I will forget, show me and I will remember, involve me and I will learn”
The Experimental group, who were subjected to Mode of Response Students’ Engagement (MORSE) techniques achieved higher post-test than the control group
There is a significant difference between the pre-test and post-test of the respondents who were subjected to MORSE
Summary
Rationale and Review of Related LiteratureThe active learning process can be illustrated by a Chinese proverb “tell me and I will forget, show me and I will remember, involve me and I will learn”. Tanner (2013) asserted that “there has been increased focus over time on the “how” of teaching, with attention to questioning the efficacy of traditional lecture methods and exploring new teaching techniques to support students in more effectively learning the “what” of science”. Science is a part of everyday life and, it is vital for students to have sufficient background knowledge (Hallez, 2008, p.6). Constructivist approach in teaching at all levels of school is needed because the conventional pedagogical practices of teaching emphasize learning of answers more than exploration of questions, memory at the expense of critical thought, bits and pieces of information instead of understanding the context, reading in lieu of doing i.e, not efficient to achieve the objectives of teaching science as prescribed in NCF-2005 (Singh & Yaduvanshi, 2015). Bringing together individual students in classrooms produced group interactions that supported learning for different individuals
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