Transcript SCIENCE COMPETENCY- BASED (NAT) INTERVENTION PROGRAM …

SCIENCE COMPETENCY- BASED (NAT) INTERVENTION
PROGRAM OF GRADE SIX UNION ELEMENTARY
SCHOOL PUPILS
LYNARD BOBBY L. ASIRIT , MABE MATH
Researcher
Nang gumamit na kami ng module, mas naintindihan ko
“
ang mga tinuturo ng aking guro, mabilis at eksakto lang
talaga ang mga eksplenasyon”
(IDI06)
Introduction
For six years….
UNION ES SCIENCE- NAT PERFORMANCE
70.00%
63.14%
60.00%
50.00%
57.90%
58.86%
66.11%
60.35%
51.58%
40.00%
SCIENCE
30.00%
20.00%
10.00%
0.00%
SY2006-2007 SY 2007-2008 SY 2008-2009 SY 2009-2010 SY 2010-2011 SY 2011-2012
As pointed out by Lapuz (Philippine Star, 2009),
research
focused
on
the
factors
affecting
why
“A lot of
the
(NAT)
performances turn out so poor, however most of the research
conducted failed to address the needs on how to increase and
maintained high MPS results”, (italics mine).
Literature Review
The Philippines ranked 112th in science out of 138 economies, De Leon (Business Mirror,
2013).
“The Philippines ranks a poor seventh among nine Southeast Asian nations in the area of
science”, as stated by Guillermo M. Luz, co-chairman of the National Competitiveness Council (NCC).
“The ever deteriorating quality of education in the Philippines has been the major and a
continuing concern of the government, Cailao (Bicolmail, 2013).
Literature Review
A study conducted by Udquim (2009) recommends, “to ensure greater student performance,
the school should create a committee composed of Master Teachers (MTs) and Subject Coordinators
on the NAT -related subjects who will yearly conduct an assessment of the skills test basing on the
identified competencies”.
Various research to address the flagging and critical performance in the National
Achievement Test for Grade VI specially in Science were conducted, however, most of which only
focused on the factors resulting within. Without effective intervention programs and procedures, the
said factors are likely to continue and retard the achievement of the school, (De Dios, 2013).
On Modular Instruction
Modular teaching is concerned for each pupil as an individual with his own special aptitude
and interest, goal of helping each student to think for himself and allowing the individuality to each
learner. The individual learning may help in developing many notable and self-reliant characters, and
in much more modern ways pupils enjoy periods in which they pursue their interests and satisfy their
curiosities (Manlove and David, 2014).
On Modular Instruction
According to Brown et al. (2011) module has following advantages in the administration:
(a) Users can study modules within their own environment.
(b) Users can study modules with minimum disruption to their normal duties and responsibilities.
(c) Modules may be administered to a single user, small groups or large groups according to need.
(d) Modules programs can be easily revised and upgraded.
(e) Module programs are flexible in the sense that they can be implemented through a variety of
scheduling patterns.
(f) Modules are economical to use.
Objectives
This study will be deemed important to increase and maintain high science
MPS of the test scores of the Grade VI pupils of Union Elementary School, through
the use of Competency- Based NAT Intervention Program.
Research Questions
Quantitative:
1. What are the test scores of the respondents in the Science Competency- Based (NAT)
Intervention Program when group according to; Age and Family Income?
2. Is there a significant difference in the test scores of the respondents during the Pretest and Post-test in the Science Competency- Based (NAT) Intervention Program when
grouped according to; Age and Family Income?
3. Is there a significant difference between the pre – test and post - test scores of the
respondents in the science competency based NAT intervention program?
4. Does the actual Science Grade VI (NAT) mean percentage score for SY 2013 – 2014
Increased than the previous school year?
Research Questions
Qualitative
1. How does the Science Competency- Based (NAT) Intervention Program motivates
you in taking the actual Science (NAT)?
2. Which part of the Science Competency- Based (NAT) Intervention Program
stimulates your habits in the preparation of the actual (NAT)?
3. Is there any suggestions or recommendations you could refer to enhance Science
Competency- Based (NAT) Intervention Program?
Theoretical Framework
▪ Carroll’s Minimalist Theory (1994)
Conceptualizing
▪ focuses on the instructional design
based upon specific learning
competencies
▪ learning activities should be
meaningful and self-contained
▪ activities should exploit the
learner's prior experience and
knowledge
▪ realistic worksheets should be
prepared
Testing
Processing
Conceptual Framework
Phase 1
Quantitative Phase
Review of Related Literature
Identification of the Problem
Pre-Test
Science Competency – Based
(NAT) Intervention Program
Post - Test
QUANTITATIVE DATA ANALYSIS
Qualitative Phase
Conceptual Framework
Identification of the Key
Informants
In-depth Semistructured Interview
QUALITATIVE DATA
ANALYSIS
Writing the Report
Phase 2
RESEARCH DESIGN
 Sequential explanatory mix method
consisting two phases (Quantitative and
Qualitative Phase) , (Creswell, 2002;
Creswell et al., 2003).
- useful when developing and testing new
strategies, (Biddix, 2000).
Phase 1
Phase 2
• One Group Pre- test - Post-test Experimental Design
• The excess of the results of the post – test over the results of the pre –
test is considered caused by the experimental factor, (Calderon, 2011).
• QUALITATIVE PHASE
• Phenomenological Research Design
• examines human experiences through the descriptions
provided by the people involved, (Donalek, 2004), (Leedy &
Ormrod, 2001).
• Streubert and Carpenter (2002) contended that this research
method is rigorous, critical, and systematic.
QUANTITATIVE PHASE
• One Group Pretest - Posttest
experimental
design
Research
Design
Participants
• 172 Grade VI
pupils
• Age/ Family
Income
• Mean & MPS
• T – test
• Anova
• Paired Sample Test
Statistical
Design
QUALITATIVE PHASE
• Phenomenological
Research Design
Research
Design
Participants
• 6 Key Informants
• Thematizing
• Designing
• interviewing
• Transcribing
• Analyzing
• Verifying
• reporting
Statistical
Design
Identifying the
problem.
Recommend
and collaborate.
Reporting
Data Analysis
Intervention Program
Action
Action
Research
Research
Cycle
Process
Developing
the action
research
plan.
Deliberation of
the action plan
with the SBM
board.
Instrumentation
QUANTITATIVE DATA FINDINGS
Summary of Findings
I. Mean of the Test Scores of the Respondents in the Science Competency- Based (NAT) Intervention
Program According to Age
AGE
PRE-TEST
MPS
AGE
POST – TEST
MPS
11 years old
13.70
34.24%
11 years old
32.88
82.20%
12 years old
13.23
33.70%
12 years old
32.49
81.24%
13 years old
12.35
30.88%
13 years old
30.41
76.03%
14 years old
10.17
25.42%
14 years old
31.61
79.03%
14.50
36.25%
15 years old
and above
28.88
72.19%
12.88
32.21%
31.90
79.74%
15 years old
and above
total
total
According to Cascio (2008) in her study entitled, “Race to the top? Relative age and student
achievement”, “children assigned to classrooms where they were relatively old – or where their
classmates were on average young – performed worse on tests than children of the same age
assigned to classrooms where they were relatively young”.
Consistent with this idea, Elder and Lubotsky (2005), “recently found that having older peers
in the same grade because of a higher minimum age at school entry increases the likelihood of
being retained or diagnosed with a learning disability, and while it raises test scores, it does so by
less than we find. A higher minimum age at school entry might be associated with higher
expectations of students, as the maturity of the average child in all classrooms rises.
Summary of Findings
I. Mean of the Test Scores of the Respondents in the Science Competency- Based (NAT) Intervention
Program According Family Income
Family Income
PRE-TEST
MPS
Family Income
POST-TEST
MPS
P1, 000 and below
12.70
31.75%
P1, 000 and below
26.67
66.66%
P1, 000 to P5, 000
14.23
35.56%
P1, 000 to P5, 000
25.49
63.73%
P5, 000 to P10, 000
11.35
28.38%
P5, 000 to P10, 000
35.56
88.90%
P10, 000 to P15, 000
15.17
42.93%
P10, 000 to P15, 000
38.90
97.25%
P15,000 and above
10.95
27.38%
P15,000 and above
31.88
79.70%
12.88
32.21%
31.90
79.74%
total
total
In the correlation study of Neathery (1997) on family income and science achievement,
“those family who earned in the minimum wage, rated science as a subject more exciting among
the other family earnings”, conversely, the findings of other researchers,
Pupils who belong to an average family earner demonstrate more positive attitudes toward
science than family with meagre income (Schibeci & Riley, 1986).
Summary of Findings
II. Significant Difference in the Test Scores of the Respondents during the Pre-test and Post-test in the Science CompetencyBased (NAT) Intervention Program When Grouped According to Age
DATA
PRE-TEST
POST-TEST
F
(4, 167) = .927
(4, 167) = 1.421
p
.449
.229
No Significance * 0.05 level of significance
Taken together, these results suggest that different age brackets will not affect the test scores.
Specifically, the results suggest that the age of the respondents in the Science Competency- Based (NAT)
Intervention Program has nothing to do with the efficacy of the program
Summary of Findings
II. Significant Difference in the Test Scores of the Respondents during the Pre-test and Post-test in the Science CompetencyBased (NAT) Intervention Program When Grouped According to Family Income
DATA
PRE-TEST
POST-TEST
F
(4, 167) = .933
(4, 167) = 1.871
p
.509
.296
No Significance * 0.05 level of significance
Since data revealed that the family income of the respondents did not significantly differ, these results
suggest that the different family income range does not have an effect on the test scores of the respondents in the
Science Competency- Based (NAT) Intervention Program.
Summary of Findings
III. Significant Difference in the Test Scores of the Respondents during the Pre-test and Post-test in the Science CompetencyBased (NAT) Intervention Program
Paired Samples Test
Paired Differences
Science Test Scores
Pair 1
Pre Test - Post Test
Mean
19.01
Std.
Std. Error
Deviation Mean
8.25
.63
t
df
Sig.
(2-tailed)
30.22
171
.001
The result from the paired sample dependent t-test indicates that the difference of the test scores of the
respondents were significant.
This could only mean that the significant paired t-test p-value indicates that the change in mean score is
due to the efficacy of the treatment.
Summary of Findings
IV. Comparative Analysis of the Actual Science Grade VI (NAT) Mean Percentage Score for SY 2012 – 2013 and SY 2013 - 2014
Data
Mean Percentage Score
SY 2012 -2013
SY 2013 – 2014
67.13%
76.14%
9 % increase
This suggest that pupils during the later SY who participated in the Science Competency- Based (NAT)
Intervention Program tremendously increase their Science (NAT) performance, affirming the efficacy of the
intervention program.
Summary of Findings
IV. Comparative Analysis of the Actual Science Grade VI (NAT) Mean Percentage Score for SY 2012 – 2013 and SY 2013 - 2014
Data
Mean Percentage Score
SY 2012 -2013
SY 2013 – 2014
67.13%
76.14%
9 % increase
This suggest that pupils during the later SY who participated in the Science Competency- Based (NAT)
Intervention Program tremendously increase their Science (NAT) performance, affirming the efficacy of the
intervention program.
QUALITATIVE DATA FINDINGS
Summary of Findings
Extent of Motivation towards Science Competency- Based (NAT) Intervention Program
The quantitative part of the study revealed an affirmation that the Science Competency- Based
(NAT) Intervention Program really influence the motivation of the pupils the preparation of the actual
Science (NAT). Despite the existence of the significant difference between the test scores of the respondents
who participated in the intervention, the result of the qualitative part of the study revealed positive responses
among the six (6) informants. It has been described as an avenue to enhance the motivation of students
towards Science (NAT) preparations. Informants remarked
Summary of Findings
Extent of Motivation towards Science Competency- Based (NAT) Intervention Program
“Participating in Science Competency- Based (NAT) Intervention Program motivates me to study more
science. I hate science a little bit. But when I learned science using the module, it gave me interest to
cooperate more in science. The intervention program is fun, and I can understand faster the topic because it
is an actual activity (IDI02).”
“Nowadays, lulong sa computer games ang mga kabataan, especially me. Kaya sa pag-aaral, medyo
nahihirapan ang nakararami. When I participated in the Science Competency- Based (NAT) Intervention
Program, nagkaroon ako ng motivation to learn more science lesson. Dahil module ang gamit, lalong namotivate ang mga students to learn more lessons (IDI05).”
Summary of Findings
Extent of Motivation towards Science Competency- Based (NAT) Intervention Program
The Science Competency- Based (NAT) Intervention Program benefits the informants of this study
a lot. The module presented aid students understanding of science concepts. Demonstration through vivid
diagrams and graphics explains unclear ideas.
Results of the study confirm the literature written by Okolo & Ferrette (1998) that pupil
composition representing ideas simultaneously through text and graphical illustration, diagrams and
pictures increased the likelihood that pupils will acquire an understanding of complex information.
Summary of Findings
Extent of Motivation towards Science Competency- Based (NAT) Intervention Program
“Mas malinaw ang pag-explain ng teacher. Madali lang siyang i-analyze kasi without
demonstration and visual aid, hindi agad naiintindihan ng mga students ang lesson (IDI05).”
“It motivates me to learn science kasi habang nag-iilustrate ang aming guro, mas madali akong
nakakaintindi kasi may pagbabasehan ako. Mayroon kasing akong nakikita, at hindi imahinasyon lang
(IDI04).”
Summary of Findings
Challenges in the Science Competency- Based (NAT) Intervention Program
Informants mentioned about the challenges they face upon participating in the Science
Competency- Based (NAT) Intervention Program.
• They shared that lack of knowledge in the use of modules which hinders their participation in the
activity.
• Limited time
• Language used in simulations was perceived by some informants as a problem.
Summary of Findings
Extent of Motivation towards Science Competency- Based (NAT) Intervention Program
“Iyong una, problema ko iyong pag-sagot sa mga task questions sa module kasi nga bago pa sa
akin…(IDI03).”
“There is a big problem on the time schedule. As what I’ve experienced, not all students were able to finish
the task questions since natagalan sila sa sharing (IDI03).”
“Nagiging problema ang language na ginamit sa module kasi sometimes, malalim ang ginagamit
kaya hindi naiintindihan (IDI06).”
Summary of Findings
Is there any suggestions or recommendations you could refer to enhance Science Competency- Based (NAT) Intervention
Program?
“Teachers must expound all the unfamiliar words so that the students can clearly understand the
concepts of science (IDI003).”
“Mas mabuting gumamit ng mga common na language na madaling maintindihan para mas
maintindihan (IDI06).”
“Kung pwede po sanang magamit ang ating module sa iba pang mga bata, palaga ko
makaktulong din ito sa kanila, kay nindot man gyud siya kayo, (IDI001).
Conclusions
1
• The intervention was not influenced by the Age and Family Income of the respondents.
•(MPS) in both post - tests and actual Science (NAT) surpassed the 75% targeted baseline
2
3
4
•Science Competency- Based (NAT) Intervention Program really made a remarkable increase in the
actual Science (NAT) among the participants.
• The participation of the respondents in the intervention program is really effective in raising the
science motivation of pupils
5
• The Key informants stressed that it made understanding science concepts easier.
6
• All informants affirmed to continue participating in the intervention program in the preparation of
the actual Science (NAT) with some reforms to cater their needs and interests.
Recommendations
1
2
3
• Formulation of competency based modules is also highly recommended to
other subjects included in National Achievement Tests.
• School – based training program, particularly on how to use the competency
based module should be provided by the school management to refresh the
seasoned teachers or mentor the new teachers assigned in implementing
the intervention program.
• Considerations on the language used and time allotment of the intervention
program must be reconstructed.
References
Cailao, Ronnie T. (April 19, 2013).“National achievement test: Also a
Teacher’s Methodology of their Competence and Performance”.
Retrieved from http://www.bicolmail.com/2012/?p=8018.
Retrieved Date: November 7, 2013
_____. (1982) Self-efficacy mechanism in human agency. American Psychologist,
_____. (1997) Self-efficacy: The exercise of control. New York: W.H. Freeman
De Dios, Angel C. (July 20, 2013) “The National Achievement Test in the
Philippines”.
Retrieved from http://philbasiceducation.blogspot.com.
Retrieved Date: November 8, 2013
Luz , Juan Miguel (2009) “The Challenge of Governance in a Large Bureaucracy
(department of education):Linking Governance to Performance in an Under-performing Sector.
Okolo, C. & Ferretti, R. (1998). Multimedia design projects in an inclusive social studies
classroom teaching Spanish colonization: “Sometimes people argue with words
instead of fists.” Teaching Exceptional Children, 31(1), 50 – 57.
Udquim, Dancel A. (2010). “BOES Research”.
Retrieved from slideshare.net/readerquim/the-national-achievement-test.
Retrieved Date: November 7, 2013