This research focused on the integration of experiential activities on the science process skills of Grade 6 pupils of Solano South Central Elementary School. The study aimed to know the achieved level of science process skills of the Grade 6 pupils of science section before and after the use of experiential activities. And second, two identify if there is a significant difference in the pupil’s science process skills before and after doing the experiential activities.
Results revealed that pupils made significant gains in their science process abilities after the intervention activity. An experiential activity is a very helpful to pupils in increasing their science process skills. The findings suggest that most of the respondents are at the very satisfactory level after the intervention. Thus, it is recommended that teachers may use experiential method as a teaching strategy in improving the science process skills of the pupils in Science.
Table of Contents
- Chapter 1: Problem and its Background
- Introduction
- Statement of the Problem
- Statement of the Null Hypothesis
- Conceptual Framework
- Significance of the Study
- Scope and Delimitation
- Definition of Terms
- Chapter 2: Review of Related Literature and Studies
- Chapter 3: Methodology
- Chapter 4: Presentation, Analysis, and Interpretation of Data
- Chapter 5: Summary, Conclusions, and Recommendations
Objectives and Key Themes
This study aims to determine the effectiveness of experiential activities in improving Grade 6 pupils' science process skills. The research investigates whether utilizing experiential activities as a teaching approach significantly impacts students' ability to apply scientific processes.
- Effectiveness of experiential learning in science education
- Development of science process skills in Grade 6 pupils
- Comparison of pre- and post-intervention science process skills
- Application of constructivist and inquiry-based learning approaches
- Impact of experiential activities on student learning and achievement in science
Chapter Summaries
Chapter 1: Problem and its Background: This chapter introduces the study by highlighting the importance of science education and the acquisition of science process skills. It emphasizes the challenges faced by Filipino pupils in science, citing low National Achievement Test scores and attributing these challenges to factors like curriculum deficiencies, inadequate teaching methods, insufficient resources, and a lack of engaging instructional materials. The chapter establishes the research problem, focusing on the effectiveness of experiential activities in enhancing science process skills. It presents the research questions, the null hypothesis, and a conceptual framework illustrating the relationship between experiential activities and the development of science process skills. The theoretical underpinnings of the study are grounded in constructivism and experiential learning theories, emphasizing the importance of active learning and “learning by doing.”
Chapter 2: Review of Related Literature and Studies: This chapter would delve into existing literature and research on various relevant topics. This would include a review of literature on elementary education, specifically focusing on the pedagogy and effectiveness of different science teaching methodologies. It would explore theories of learning, such as constructivism and experiential learning, and how these frameworks relate to the development of science process skills. The chapter would also review literature on hands-on teaching, inquiry-based learning, and the importance of critical thinking in science education. It would analyze previous studies that have examined the effectiveness of different pedagogical approaches in improving science process skills. The synthesis section would integrate the findings from the literature review, highlighting key insights and setting the stage for the methodology and findings presented in subsequent chapters.
Chapter 3: Methodology: This chapter would detail the research design, setting, participants, instruments, and data analysis procedures employed in the study. The research design would be clearly outlined, specifying the type of study (e.g., experimental, quasi-experimental). The research environment, including the school and Grade 6 classes selected for the study, would be described. The chapter would detail the characteristics of the study participants (Grade 6 pupils), specifying sample size and demographic information. Information about the research instruments used to measure science process skills (e.g., pre- and post-tests) would be provided. The data gathering procedure, outlining the steps involved in administering the instruments and collecting data, would be explained. Finally, the data analysis techniques used to analyze the collected data (e.g., statistical tests) would be described.
Keywords
Experiential learning, science process skills, Grade 6 pupils, science education, constructivism, inquiry-based learning, teaching methodology, Philippines, National Achievement Test, experiential activities, scientific literacy.
Frequently Asked Questions: A Comprehensive Language Preview
What is the overall focus of this study?
This study investigates the effectiveness of experiential activities in improving Grade 6 pupils' science process skills in the Philippines. It aims to determine if using experiential activities as a teaching method significantly impacts students' ability to apply scientific processes, comparing pre- and post-intervention skills.
What are the key themes explored in the research?
The key themes include the effectiveness of experiential learning in science education, the development of science process skills in Grade 6 pupils, a comparison of pre- and post-intervention science process skills, the application of constructivist and inquiry-based learning approaches, and the impact of experiential activities on student learning and achievement in science.
What are the chapters covered in this preview?
The preview covers a summary of each chapter: Chapter 1 (Problem and its Background), Chapter 2 (Review of Related Literature and Studies), Chapter 3 (Methodology), and Chapter 5 (Summary, Conclusions, and Recommendations).
What is included in Chapter 1: Problem and its Background?
Chapter 1 introduces the study, highlighting the importance of science education and the challenges faced by Filipino pupils (low National Achievement Test scores). It establishes the research problem, focusing on the effectiveness of experiential activities in enhancing science process skills. It details the research questions, the null hypothesis, and a conceptual framework based on constructivism and experiential learning theories.
What does Chapter 2: Review of Related Literature and Studies cover?
Chapter 2 delves into existing literature and research on elementary science education, focusing on different teaching methodologies. It explores learning theories (constructivism, experiential learning) and their relation to science process skills. It also reviews literature on hands-on teaching, inquiry-based learning, and critical thinking in science education, analyzing previous studies on pedagogical approaches to improve science process skills.
What is described in Chapter 3: Methodology?
Chapter 3 details the research design (e.g., experimental, quasi-experimental), setting, participants (Grade 6 pupils), instruments (e.g., pre- and post-tests), and data analysis procedures. It describes the research environment, participant characteristics, data gathering procedure, and data analysis techniques (e.g., statistical tests).
What are the key keywords associated with this research?
The key words are: Experiential learning, science process skills, Grade 6 pupils, science education, constructivism, inquiry-based learning, teaching methodology, Philippines, National Achievement Test, experiential activities, and scientific literacy.
What is the overall goal of the study as stated in the preview?
The study aims to determine the effectiveness of experiential activities in improving Grade 6 pupils' science process skills. It investigates whether using experiential activities as a teaching approach significantly impacts students' ability to apply scientific processes.
What theoretical framework underpins this study?
The study is grounded in constructivism and experiential learning theories, emphasizing the importance of active learning and "learning by doing."
- Arbeit zitieren
- Jefferyl Bagalayos (Autor:in), 2017, Effectiveness of Experiential Activity in Science Process Skills of Grade Six Pupils, München, GRIN Verlag, https://www.grin.com/document/359336
