Science Pupils Research Articles

Effectiveness of Printed Modules in the Performance of Grade VI Learners in Science of Baquioen Elementary School

The primary goal of this action research was to assess the effectiveness of printed modules on the performance of Grade VI pupils in Science during the school year 2021-2022 at Baquioen Elementary School, Sual District, SDO I Pangasinan. Specifically, this study aimed to determine the performance of the Grade VI pupils in science during the pre-test and post-test. It also sought to find answers if there is a significant difference in the performance of the respondents after utilizing printed modules in 8 weeks. This action research project utilized the quasi-experimental method, more especially the single group pre-test and post-test design. An independent variable is changed in a quasi-experiment without participants being randomly assigned to one condition or another. The primary tools used to acquire the required data were the pre-and post-test questionnaires. The researcher developed these questionnaires, and the master teacher in charge of testing then validated them. The school principal gave his approval before things were put into practice. The statistical methods employed to address the specific questions were the main and t-test. Based on the results found there was a significant improvement in the performance of the respondents after they were exposed to printed modules in 8 weeks with a mean difference of 10.48. Therefore, it was proven that there is a significant difference between the scores of pre-test and post-test. Thus, the hypothesis was rejected.

EFFECTIVENESS OF TOOL KIT USING DIGITAL TECHNOLOGY ENHANCED LEARNING APPROACHES (TELA) IN TEACHING SCIENCE SIX

This study was conducted to determine the effectiveness of the Digital Technology Enhanced Learning Approaches (TELA) Toolkit in teaching Science six during the school year 2020-2021. The study included 10 Grade VI pupils. There were two instruments developed namely the pretest and posttest and the Digital TELA toolkit. Specifically, a pre-experimental design was used to determine the effect of the instructional materials. The study revealed that there was a significant difference between the pretest and posttest of Grade VI pupils. The posttest score of Grade VI pupils in Science was higher than the pretest score. It was concluded that there was a significant difference between the pretest and posttest of Grade VI pupils. This implies that the use of the Digital Technology Enhanced Learning Approaches (TELA) Toolkit was effective in teaching Science in Grade VI pupils. Teachers are encouraged to employ TELA materials as an approach to teaching science. In addition, the Digital Technology Enhanced Learning Approaches (TELA) Toolkit as a tool for instruction should be used for meaningful learning experiences. The researcher highly recommended that it should be used in delivering the lessons, especially during virtual classroom interactions. KEYWORDS: EFfectiveness, toolkit, digital TELA, science six, Philippines

Synchronous Learning Approach in Enhancing the Academic Performance of Grade Three Pupils in Science

Synchronous Learning Approach in Enhancing the Academic Performance of Grade Three Pupils in Science

STRATEGIES, CHALLENGES FACED, AND EXPERIENCES OF SCIENCE TEACHERS AND SCIENTIFIC PERFORMANCE OF STUDENTS AMONG RURAL AND URBAN SCHOOLS

The purpose of this study was to determine and compare the strategies, challenges faced, and experiences of science teachers and the scientific performance of students among rural and urban schools in Liliw, Laguna. This study aimed to answer the following questions What is the profile of science teachers in terms of Type of School where they teach, Age, Years in Teaching, Teaching Position, and Educational Attainment? What are the Strategies of Science teachers in rural and urban schools? What are the Challenges Faced by Science teachers in rural and urban schools? What are the Experiences of Science teachers in rural and urban schools? What is the level of performance of Grade 6 pupils in Science? Is there a significant difference between strategies, challenges faced, and experiences of Science teachers and the level of pupils performance in Science 6 in rural and urban schools? Is there a significant difference between the level of performance of pupils from rural and from urban schools? Is there a significant effect between the profile of the Science teachers and the level of performance of pupils in Science 6 from rural and urban schools? Is there a significant effect between the strategies of Science teachers and the level of performance of pupils in Science 6 from rural and urban schools? Is there a significant effect between the challenges faced by Science teachers and the level of performance of pupils in Science 6 from rural and urban schools? Is there a significant effect between the experiences of Science teachers and the level of performance of pupils in Science 6 from rural and urban schools? The respondents of the study were the forty-two (42) Science teachers and two hundred and fifty-two (252) students from the different urban and rural schools in the district of Liliw in Laguna. A descriptive survey method was employed in this study. The following were the significant findings of the study There is a significant difference between strategies, challenges faced, and experiences of Science teachers and the level of pupils performance in Science 6 in rural and urban schools There is a significant difference between the level of performance of pupils from rural and urban schools There is a significant effect between the profile of the Science teachers and the level of performance of pupils in Science 6 from rural and from urban schools There is a significant effect between the strategies of Science teachers and the level of performance of pupils in Science 6 from rural and from urban schools There is a significant effect between the challenges faced by Science teachers and the level of performance of pupils in Science 6 from rural and from urban schools and, There is a significant effect between the experiences of Science teachers and the level of performance of pupils in Science 6 from rural and urban schools. Based on the results gathered from the study, the following are being recommended: The strategies, challenges faced, and the experiences of teachers should be brought into consideration in improving the education system in the Philippines since they have an impact or influence on students academic performance, particularly in Science Discrimination between the performances of students from rural and urban is highly discouraged since there is no significant difference between where the school is located, whether rural or urban and, Implementation of such programs for teachers and students that are related to Science is recommended.

MACHINE LEARNING FOR NON-MAJORS: A WHITE BOX APPROACH

Data science is a new field of research, with growing interest in recent years, that focuses on extracting knowledge and value from data. New data science education programs, which are being launched at a growing rate, are designed for multiple levels, beginning with elementary school pupils. Machine learning is an important element of data science that requires an extensive background in mathematics. While it is possible to teach the principles of machine learning as a black box, it might be difficult to improve algorithm performance without a white box understanding of the underlaying learning algorithms. In this paper, we suggest pedagogical methods to support white box understanding of machine learning algorithms for learners who lack the needed graduate level of mathematics, particularly high school computer science pupils.

Go and separate: a strategic intervention material (SIM) in improving the academic performance of grade 6 science pupils

This study dealt on how I improved the academic performance of my learners on the topic of separating mixtures at Rizal Central Elementary School, Kapatagan, Digos City for the school year 2020-2021. Guide cards, activity cards, assessment cards, enrichment cards and reference cards comprised the Strategic Intervention Material (SIM) entitled “Go and Separate” which was used as a form of remediation. The material covers one of the least-learned competencies in Science VI, Quarter I which is “enumerate techniques in separating mixtures such as decantation, evaporation, filtering, sieving, distillation, and using magnet” and for this study, decantation and evaporation were focused. The data collection was performed using pretest, posttest, and perception survey questionnaire. It was analyzed quantitatively and qualitatively. It was concluded that based on the outcomes of the study, the use of Strategic Intervention Material (SIM) has contributed meaningfully to the academic performance of the learners. It was also perceived that the participants exhibited enthusiasm and enjoyed the use of Strategic Intervention Material (SIM) through their positive responses based on their answers on perception survey questionnaire.

Pupils' Decisions to Pursue Technical Education

The study presents selected results of empirical research conducted in 2019 in primary schools in Slovakia and the Czech Republic. The main goal of the research was to investigate the causes of interest/lack of interest of pupils in science, technology and studying technical subjects at secondary vocational schools. Pupils’ decisions about future studies and the influences acting on pupils in this regard are important factors that are closely related to pupils’ interest/lack of interest in science, technology and the study of technology.

Enhancing Elementary Pupils’ Conceptual Understanding on Matter through Sci-vestigative Pedagogical Strategy (SPS)

Teaching Science in a digital society where 21st century skills are being harnessed is a perennial challenge. This is for the reason that teachers, specifically in the elementary level, are relentlessly modifying and innovating teaching strategies to improve science education. This action research study sought to explore the effects of Sci-vestigative Pedagogical Strategy (SPS) on the conceptual understanding on Matter of Grade 6 Science pupils. The study involved 29 pupils in the control group and 30 pupils in the experimental group in a public elementary school in the Division of Zambales for the School Year 2018-2019. Pre-test and post-test were administered before and after the application of the intervention to measure its effects on the conceptual understanding on matter of the pupils. The study found out that there was a significant difference in the conceptual understanding of the pupils in the experimental and control group. However, the use of SPS yielded a higher gain score compared to the gain score in the use of traditional method of instruction (TMI). The pupils’ written works and performance tasks scores have also improved with the use of the SPS. The study recommends that Science teachers may use SPS to improve pupils’ conceptual understanding including their concepts and content knowledge; depth within topics; and transfer and connections and to develop their higher order thinking and inquiry skills. School administrators may consider conducting training and workshops for Science teachers to reacquaint them of the basic rudiments of the Sci-vestigative Pedagogical Strategy which is based on inquiry-based learning. Students may be given varied roles in the agham (science) inquiry tasks so that they can better work as a group. A parallel study may be conducted by other teacher-researchers to validate the effects of the intervention in enhancing pupils’ conceptual understanding in other topics.

Comparing the Effect of Inquiry-Based Multiple Intelligence Approach and Non-Inquiry Based Multiple Intelligence Approach on Achievement in Science

The paper focused attention on comparing the effect of inquiry based multiple intelligence approach and non-inquiry based multiple intelligence approach on achievement of pupils in some selected primary schools. Two primary schools were selected purposively with one intact class from each school. Each intact class of thirty (30) pupils was randomly assigned to the two groups used for the study. A total of sixty (60) pupils were used in the study. The two groups were assigned each to the inquiry based multiple intelligence approach group and the non- inquiry based multiple intelligence approach group. The research design was a quasi-experimental design, involving a pretest and post-test in achievement of students. The reliability of the test instrument was established at 0.75 which was considered adequate. A pretest- was administered to the pupils .The pupils were taught science concepts based on the curriculum of the ministry of education for a period of eight (8) weeks using the inquiry- based multiple intelligence approach and non- inquiry multiple intelligence approach for group A and B respectively after which the post-test- was administered. . Findings using the statistical tools of mean, median, standard deviation the one way analysis of covariant (ANCOVA) were used to proffer answers to the generated research questions and hypotheses revealed that there was significant difference between the achievement scores of pupils in science for the use of non- inquiry based multiple intelligence approach and non- inquiry based multiple intelligence approach on. It was also statistically established that the effect of inquiry based multiple intelligence approach was on achievement is science was better. Conclusion and recommendations such as introducing and enhancing the use of inquiry based multiple intelligence approach in primary and secondly schools were made.

Impact of Creative Teaching on Science Pupils’ Academic Perfomance

Impact of Creative Teaching on Science Pupils’ Academic Perfomance

Multimedia-Aided Instruction in Teaching Grade Four Science and Health: Its Effect on Pupils' Performance and Attitude Towards Multimedia Use in the Classroom

This study is focused on the effects of multimedia aided instructions in Grade 4 Science and health pupils' performance and attitude towards multimedia. Specifically this study sought to explore the multimedia aided instruction on the learning environment of the grade four pupils' performance in science and health. Two intact classes in grade 4 were exposed to multimedia aided instructions. The difference in gain scores produced by integrating multimedia in Science and Health 4 classes and those produced by conventional method of teaching was investigated in this quasi experimental research. Results indicated that using the multimedia in the classes produced significant improvement in the performance of the pupils in Science and Health, but not in the other, which is congruent with most other results for this strategy of teaching found in the literature. Follow-up survey of attitudes of 86 pupils towards the use of multimedia in the classroom provided additional evidence for its positive effect in the teaching learning process. The pupils' attitudes towards their class were positive about the potential for multimedia and enthusiastic about what this would mean in learning Science and Health. Utilizing multimedia seemed to affect the teachers' personal and professional growth. Teachers expect to develop their technological skills and knowledge to use multimedia in their classrooms. Pedagogical issues challenge the teachers' approaches in the teaching and learning.

Meet the scientists

Judith Wardlaw explains her school's work to engage pupils in science and engineering careers, and we also hear about a similar scheme run by the Institute of Physics

Effects of continuing professional development on group work practices in Scottish primary schools

The present study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils, aged 9–12 years old, and 24 primary school teachers. Results indicated that the CPD initiative had a significant impact on the attainment of pupils in science. In addition, data indicated that the CPD promoted effective discourse and pupil dialogue during science lessons. Pre‐test and post‐test observation scores were significantly different in terms of children giving of suggestions or courses of actions, offering of explanations, and telling someone to say something or carry out an action. Increases in effective dialogue were significantly correlated to increased science attainment, and teacher evaluations of the impact of the CPD were positive. Significant correlations were found between teacher evaluation of impact upon pupil learning and increased attainment in science. The design and structure of CPD initiatives and the implications for practice, policy and future research are explored.

Bottom–up for creativity in science?: a collaborative model for curriculum and professional development

Science education in the United Kingdom faces a dual challenge in the near future: that of addressing increasing disaffection from the subject by pupils as they enter adolescence coupled with the downturn in learning as they leave primary school behind. Both bridging work and teacher creativity have been identified as key ingredients in ensuring pupil engagement in learning, yet innovation requires both time and a broader vision than may be offered by a normative and centralized pedagogy. This paper proposes a four‐stage model for curriculum development to encourage creativity, based on the experiences of teachers as they designed bridging work for pupils in science. A grounded theory approach is utilized to generate four concept categories emerging from participants' comments during the study. These are described as uncertainty, visioning, realization and readiness, and this research demonstrates that ‘bottom–up’ is a very effective method of professional development promoting combinatorial thinking and creative science teaching.

Science Trainee Teachers' Pedagogical Content Knowledge and its Influence on Physics Teaching

This study examined Malaysian science teachers' pedagogical content knowledge (PCK) of selected physics concepts. The two components of PCK investigated were (i) knowledge of students' understanding, conceptions and misconceptions of topics, and (ii) knowledge of strategies and representations for teaching particular topics. The participants were 12 trainee teachers from various academic science backgrounds attending a one-year postgraduate teacher-training course. They were interviewed on selected basic concepts in physics that are found in the Malaysian Integrated Science curriculum for lower secondary level. The findings showed that trainee teachers' PCK for promoting conceptual understanding is limited. They lacked the ability to transform their understanding of basic concepts in physics required to teach lower secondary school science pupils. The trainees' level of content knowledge affected their awareness of pupils' likely misconceptions. Consequently, the trainees were unable to employ the appropriate teaching strategies required to explain the scientific ideas. This study provides some pedagogical implications for the training of science teachers.

Exploring Learning Through Visual, Actional and Linguistic Communication: The multimodal environment of a science classroom

This paper draws on ideas and data from the ESRC funded research 'Rhetorics of the science classroom: a multimodal approach'. It suggests that learning is realised through the interaction between visual, actional and linguistic communication (i.e. learning is multimodal) and involves the transformation of information across different communicative systems ('modes'), e.g. from speech to image. It demonstrates that learning is a process of selection, adaptation and transformation motivated by the interests of pupils and the context of learning. Specifically, it analyses the different ways four Year 7 science pupils transformed their teacher's descriptions of cells in their production of texts on onion cells (and the choices they engaged with in producing them), focusing in particular on their use of analogy.

Science education policy: a survey of the participation of sixth‐form pupils in science and other subjects over a 10‐year period, 1985‐1995

This paper represents a 10‐year follow‐up to research funded by the Equal Opportunities Commission for Northern Ireland. It examines the impact of government science education policy through the uptake of science A levels and patterns of attainment among boys and girls. The nature of the study allows for an examination of the consequences of developing changes in educational policy following the introduction of the National Curriculum. The sample included 1600 year‐12 pupils from 21 Northern Ireland selective grammar schools, representing 17 per cent of the total population of pupils in this sector during the academic year 1994/95. The results show that on average, boys were taking more science A levels than girls. This held true for pupils in coeducational as compared with single‐sex schools; for pupils in Protestant as compared with Catholic schools; and for pupils from non‐manual as compared with manual backgrounds. Among boys the average number of science A levels taken in 1995 was lower than in 1985. Among girls overall, the average number of science A levels was higher in 1995 than in 1985, except for girls in Catholic schools. Focus group interviews conducted with lower sixth‐form girls suggested that they retain some stereotyped views of particular curriculum subjects. However, the girls’ improved expectations of employment prospects now, compared with 1985, appear to explain why they choose to take science A levels. The general increase in participation, therefore, may be explained by perceptions of wider labour‐market opportunities for women, rather than changes in attitude to the curriculum. Educational attainment, measured by GCSE results, was higher for girls than for boys. In explaining this result, our evidence from the focus

Diagnosing and remediating observation process skill in integrated science pupils

Diagnosing and remediating observation process skill in integrated science pupils

Biology in the secondary science curriculum

The search for a model of balanced science has not so far been based on a detailed analysis of the nature and effects of the science curriculum. The present paper attempts to begin to fill the gap, from the perspective of biology, using data from the Assessment of Perform-ance Unit (APU). It is shown that, in England, the uptake of the subject as an option outstrips that of the other sciences, with pupils quoting its intrinsic interest as their motivation. Biology serves to attract to science pupils of all abilities and girls in particular. The other sciences are not so successful in this sphere. However, performance data show that the study of biology is not as effective in enhancing science performance as are the physical sciences.

How do the A‐level Science Grades of Integrated Science Pupils Compare with those of Pupils who take All Three Separate Sciences?

AbstractThe A‐level science grades of pupils who took the Schools Council Integrated Science Project (SCISP) examination at O‐level are compared with those of pupils who took three separate sciences at O‐level. The main result indicates that only in A‐level chemistry is there any significant differences with the non‐SCISP pupils doing slightly better.However, performance in a subject at A‐level is influenced by more than just the subjects taken at O‐level, and there are strong indications that the right subject combination at A‐level is equally important.