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ACTIVE LEARNING STRATEGY IN
TEACHING TYPHOON TO 8 T H GRADE STUDENTS:
A LESSON STUDYL L I D O , P A U L A M A R I EM A D E L O , B R I X
T A B O R A D A , U N Y C I EM S . J O Y C . V E L A S C O
M S . K A T H L E E N M . M O R A L E S
BACKGROUND
is a process in which the learners assume a dynamic, energetic, and involved role
in his or her own learning process ( Brown, 2008; Candela et al., 2006; Popkess and Mc Daniel, 2011;
Salamonsom et al., 2009)
ACTIVE LEARNING
BACKGROUND
• (through activities) to promote learning and enhance collaboration among students. It keeps learning active and student-centered.
• Advantage –Teacher-student feedbacks and learning became a two-way process
(Glendon and Ulrich, 2005 )
ACTIVE LEARNING STRATEGY
RESEARCH GAPS
Research on teaching with the use of active learning strategy in public high school particularly from the Cagayan de Oro, is almost nonexistent in the local and international literature.
RESEARCH GAPSP.N ROA HIGH
SCHOOLLow performance in their
National Achievement Test (NAT) especially on major
subjects such as Mathematics and Science last school year
2015-2016.
RESEARCH OBJECTIVES
To integrate Active Learning Strategy in the given lesson.
RESEARCH OBJECTIVES
To design an effective lesson with all the revision and
improvement of the action research.
THEORETICAL FRAMEWORK
THEORY OF CONSTRUCTIVISMBY JEAN PIAGET
Constructivism emphasizes understanding and meaning, and students construct knowledge
through their experiences with the concepts and their environment based on their prior
knowledge and experiences (Posner, 2004).
RESPONDENTS
Grade 8 level students in Pedro “Oloy” N. Roa High School = 104 students
39- Bonifaci
o
29 - Aguinal
do37 - Del
Pilar
RESPONDENTS
METHODOLOGYINSTRUMENTSParticipation Tally SheetPre-test and Post testEvaluation FormFacilitating Rubric
Student ProfileLearning Styles TestRole Play RubricOutput Rubric
METHODOLOGYMETHOD
Qualitative Method
Action ResearchLesson Study1st, 2nd, 3rd run
METHOD OF GATHERING DATA
Question and Answer Form
Rating Scale FormObservationActivities
RESULTS & DISCUSSIONProblem 1. What is the rate and interpretation of participation with applied
Lesson Study?Table 1. Distribution of Students Rate and Interpretation of Participation
with Applied Lesson StudyBehavior Indicator GRADE 8 SECTIONS Mean DescriptionBonifacio Aguinaldo Del Pilar
1. Do the students participate in the activity? 3 3 3 3.00 Most of the time2. Do the students ask questions to the teacher? 1 1 2 1.33 Never3. Do the students follow the given instructions by the teacher?
3 3 3 3.00 Most of the time
4. Do the students answer the teacher’s questions? 2 3 3 2.67 Sometimes5. Do the students take down notes? 2 2 2 2.00 Sometimes6. Do the students attentively listen to the teacher? 3 3 2 2.67 Sometimes
LEGENDRating Descrip
tion
3 Most of the time
2.00-2.99 Sometimes
1.00 -1.99 Never
• Students participate “most of the time” as well as follow the instructions given by the teacher.
• Students “never” ask questions to the teacher.
Problem 2. What is the rate of the pre-test and post-test performance of students before and after the lesson study?Table 2.1. Frequency distribution of the Scores in the Pre-test and Post-test of the Bonifacio Class
Class Interval
Scores
Frequency
Description Pre-test
(n=39)Percentage
Post-test
(n=39)Percentage
9-10 0 0.00% 3 7.69% Advanced
7-8 0 0.00% 7 17.95% Proficient
5-6 5 12.82% 16 41.03%
Approachin
g
Proficiency
3-4 17 43.59% 7 25.64% Developing
1-2 17 43.59% 3 7.69% Beginning
TOTAL 39 100% 39 100%
Approachin
g
Proficiency
LEVEL OF PROFICIENCY
CLASS INTERVAL SCORE
Advanced 9-10Proficient 7-8
Approaching Proficiency 5-6Developing 3-4Beginning 1-2
• 43.59 % of the population got scores ranging from 1-2 and 3-4 during the Pre-test.
• In the Post-test, the scores increase by 41.03% with the range of 5-6.
• “Approaching proficiency”
Table 2.2. Frequency distribution of the Scores in the Pre-test and Post-test of the Aguinaldo Class
Class Interval
Scores
Frequency
Description Pre-test
(n=28)Percentage
Post-test
(n=28)Percentage
9-10 0 0.00% 8 28.57% Advanced
7-8 1 3.57% 7 25% Proficient
5-6 1 3.57% 10 35.71%Approaching
Proficiency
3-4 18 64.29% 2 7.14% Developing
1-2 8 28.57% 1 3.57% Beginning
TOTAL 28 100% 28 100%Approaching
Proficiency
• Pre-test - 64.29 % of the population got scores ranging from 3-4
• Post-test - the scores increase by 35.71% with the range of 5-6.
• “Approaching proficiency”
Table 2.3. Frequency distribution of the Scores in the Pre-test and Post-test of the Del Pilar Class
Class Interval
Scores
Frequency
Description
Pre-test
(n=37)Percentage
Post-test
(n=37)Percentage
9-10 1 2.70% 7 18.92% Advanced
7-8 1 2.70% 11 29.73% Proficient
5-6 7 18.92% 10 27.03%
Approaching
Proficiency
3-4 15 40.54% 8 21.62% Developing
1-2 13 35.14% 1 2.70% Beginning
TOTAL 37 100% 37 100% Proficient
• Pre-test - 40.54 % of the population got scores ranging from 3-4
• Post-test – the scores increase by 29.73% with the range of 7-8
• “Proficient”
GRAPH 2.1TREND OF THE PRE-TEST AND POST-TEST OF THE BONIFACIO,
AGUINALDO, AND DEL PILAR CLASS
Class SectionPre-test
(n=10)
Post-test
(n=10)Difference Percentage
Bonifacio 1.34 3.30 1.96 19.60%
Aguinaldo 1.59 4.82 3.23 32.30%
Del Pilar 3.15 6.46 3.31 33.10%
RESULTS & DISCUSSIONProblem 3. What is the rate of evaluation form score
in the given classroom activities?Table 3.1 Frequency Distribution of the Evaluation Form Score in the
Bonifacio ClassCLASS INTERVAL
SCORE
FREQUENCY
(n=39)
PERCENTAGE Description
28-33 1 2.56% Fair
34-39 3 7.69% Fair
40-45 11 28.21% Good
46-51 3 7.69% Very Good
52-56 11 28.21% Very Good
57-60 10 25.64% Very Good
TOTAL 39 100% Very Good
• 28.21% of the population with a range of 40-45 and 52-56 score
• “very good”
RESULTS & DISCUSSIONTable 3. 2 Frequency Distribution of the Evaluation
Form Score in the Aguinaldo ClassCLASS INTERVAL
SCORE
FREQUENCY
(n=28)
PERCENTAGE Description
25-30 1 3.56% Poor
31-35 0 0% Fair
36-40 4 14.29% Fair
41-45 4 14.29% Good
46-50 4 14.29% Good
51-55 15 53.57% Very Good
56-60 0 0% Very Good
TOTAL 28 100% Very Good
• 53. 57% of the population with a range of 51-55 score
• “Very good”
RESULTS & DISCUSSIONTable 3. 3 Frequency Distribution of the Evaluation Form
Score in the Del Pilar ClassCLASS INTERVAL
SCORE
FREQUENCY
(n=37)
PERCENTAGE Description
34-39 3 8.11% Fair
40-45 5 13.51% Good
46-51 10 27.03% Good
52-57 11 29.73% Very Good
58-60 8 21.62% Very Good
TOTAL 37 100% Very Good
• 29. 73% of the population with a range of 52-57 score
• “Very good”
LESSON PLAN
CONCLUSION• Active Learning Strategy has been a factor that increased
the student’s performance wherein there was a development of lesson crafted after every run in the class. Through active learning strategy, activities were integrated which makes the lesson more meaningful to the students.
• With the results, an improved lesson plan was crafted with the confidence that in this study, active learning strategy is effective in teaching science concepts to Grade 8 students
RECOMMENDATIONSFOR THE TEACHERS: Active Learning must be used as a teaching strategy to enable students be engaged in the Teaching Learning Process rather than using the Traditional way.
FOR THE INSTITUTION: Seminars/workshops about using of Active Learning Strategy must be conducted so that teachers will be able to know the limitation in utilizing this strategy.
RECOMMENDATIONSFOR THE FUTURE RESEARCHER: Since this is an active learning (using different activities), a small number of participants is best in utilizing this research.
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