Action Research 2013Science Competency Based NAT

Intervention Program on Grade Six Union Elementary

School Pupils

Union Elementary SchoolMankilam, Tagum City

Built into action research is the proviso that, if as a teacher I am dissatisfied with what is already going on, I will have the confidence and resolution to attempt to change it.

I will not be content with the status quo.

Mrs. Ernita B. PanenPrincipal 1

Mr. Lynard Bobby L. AsiritTeacher 1/ Researcher

The National Achievement Test MPS

Low

MPS

in S

cien

ceFor six years, it clearly shows that Science lagged behind all the subjects included in the NAT.

Achieved below the targeted 75% mean percentage score.Science NAT Performance

SY2006-

2007

SY 2007-2008

SY 2008-2009

SY 2009-2010

SY 2010-2011

SY 2011-2012

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%

SCIENCE

SCIENCE

The flagging and critical performance in the National Achievement Test for Grade VI specially in Science, needs effective intervention programs and procedures without it the factors affecting the NAT performance as commonly researched are likely to continue and retard the achievement of the school.

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.

Union Elementary School’s Action Research

How did we conduct?

Action Research

Plan

Where are we now?

Where do we want to be?

How will we get there? Set Questions

Action, explore, challenge, plan,

trial

Reflection and Implementation

Where to from here?

Science Competency Based NAT

Intervention Program on

Grade Six Union Elementary

School

Identifying the problem.

Develop a plan of action.

Deliberate the action plan.

Conduct the reliability and content validity test.Phase 1

Science Competency Based NAT

Intervention Program on

Grade Six Union Elementary

School

Recommend and collaborate.

Report the results.

Collect and analyze the data.

Perform the intervention

program.Phase 2

Conceptual Framework

Methodology

Science Competency Based NAT Intervention

Program

Science Test Scores

• One Group Pre- test - Posttest experimental design

Research Design

• 172 Grade VI pupils

• Gender/Age

Participants• Mean & MPS• T – test• Anova• Paired Sample Test

Statistical Design

Procedure

• Administer pre-test to the respondents.

Pre-test

• Science Competency Based Intervention Program

Treatment • Conduct post test . (Questions are rearrange)

Post Test

The Science Competency Based NAT Intervention Program is a specialized remediation class intended for science. A task module was designed based on the identified competency skills during the actual NAT 2013 which undergone a content validity test by the experts.

Report

Age Pre Test

MPS Post Test MPSGain

ScoresGain Score Percentage

11.00 Mean 13.6970 34.24% 32.8788 82.20% 19.1818 72.93%

N 33 33 33

Std. Deviation 8.05638 6.07123 8.21376

12.00 Mean 13.2278 33.07% 32.4937 81.24% 19.2658 71.96%

N 79 79 79

Std. Deviation 7.15569 5.74874 8.27370

13.00 Mean 12.3529 30.88% 30.4118 76.03% 18.0588 65.32%

N 34 34 34

Std. Deviation 7.45850 6.31553 8.45645

14.00 Mean 10.1667 25.42% 31.6111 79.03% 21.4444 71.88%

N 18 18 18

Std. Deviation 6.40083 5.29305 7.86072

15 above Mean 14.5000 36.25% 28.8750 72.19% 14.3750 56.37%

N 8 8 8

Std. Deviation 4.69042 9.29574 7.70783

Total Mean 12.8837 32.21% 31.8953 79.74% 19.0116 70.11%

N 172 172 172

Std. Deviation 7.23526 6.10058 8.25046

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”.

Report

Gender Pre Test

MPS

Post Test

MPS

Gain Scores

GainPercentage

Male Mean 13.2184 33.05% 32.3563 80.89% 19.1379 71.96%N 87 87 87

SD. 7.44503 6.28393 8.52244

Female Mean 12.5412 31.35% 31.4235 78.56% 18.8824 68.77%

N 85 85 85

SD 7.04163 5.90677 8.01102

Total Mean 12.8837 32.21% 31.8953 79.74% 19.0116 70.11%

N 172 172 172

SD 7.23526 6.10058 8.25046

In the correlation study of Neathery (1997) on gender and science achievement, “males rated science as a subject more exciting than females”, conversely, the findings of other researchers, as quoted by Neathery (1997), “show that male students demonstrate more positive attitudes toward science than do females (Czerniak & Chiarelott, 1984; Kahle, 1983; Schibeci & Riley, 1986).

ANOVA

Sum of Squares df Mean Square F Sig.Pre Test Between Groups 194.541 4 48.635 .927 .449

Within Groups 8757.133 167 52.438 Total 8951.674 171

Post Test Between Groups 209.466 4 52.367 1.421 .229

Within Groups 6154.650 167 36.854 Total 6364.116 171

All test scores of the respondents did not significantly differ from all age brackets. 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.

These results suggest that gender of the respondents really do not make any disparity in the test scores of the respondents as they participated in the intervention program. This action research suggests that the intervention program is convenient for both male and female pupils.

Independent Samples Test

GENDER

Levene's Test for Equality of

Variances t-test for Equality of Means

F Sig. t dfSig. (2-tailed)

Pre Test Equal variances assumed

.258 .612 .613 170 .541

Equal variances not assumed

.613 169.823 .541

Post Test Equal variances assumed

.524 .470 1.003 170 .317

Equal variances not assumed

1.003 169.749 .317

The study revealed that the test scores are significantly different; 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.

Paired Samples Test

Science Test ScoresPaired Differences

t df

Sig. (2-

tailed)MeanStd.

DeviationStd. Error

MeanPair 1 Pre Test - Post Test 19.01163 8.25046 .62909 30.221 171 .000

Conclusion

1• Age and gender of the respondents has no influence on the effectiveness of

the intervention program.

2

• As the results in the post test conducted, a gain percentage of 70.11% was achieved with a mean percentage score of 79.74% surpassing the 75% targeted baseline of the Department of Education.

3

• As shown in the Paired Sample Test, the test scores of the respondents made a significant difference, in which alternative hypothesis was accepted. This strongly indicates that the intervention program conducted was favorably effective.

Recommendations

1• This study can be amplified using the actual performance in the

incoming NAT 2014, which the respondents will undergo.

2

• Formulation of competency based modules is also highly recommended to other subjects included in National Achievement Tests.

3

• The science competency based NAT intervention program could be further tested in all schools comprising Tagum City Division to fully validate the efficacy of the intervention program.