ACTIVE LEARNING STRATEGY IN THE TEACHING OF GRADE 8

SCIENCE CONCEPTS: A LESSON STUDY

LLIDO, PAULA MARIEMADELO, BRIX

TABORADA, UNYCIE

BACKGROUNDACTIVE LEARNING STRATEGY TO STUDENTS’ PERFORMANCE

Students should be actively engage in active learning activities such as class discussions because it will build a positive relationship with student persistence

(Braxton, Milem, & Sullivan, 2000).

An abundance of literature regarding the operationalization of the term “active learning” defines the term as 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)

Dewey (1916/2011) believed that students must be active to learn effectively as “there is no such thing as genuine knowledge and fruitful understanding except as the offspring of doing” (p.264).

BACKGROUND• Beichner et al. (2007) studied 1,600 physics students at the university level for

5 years and found that students in active learning physics classes had greater learning experiences than students in traditional lecture-based

physics classes.

• Lesson study can be defined as a teacher- led instructional improvement cycle in which teachers work collaboratively to: formulate goals for student

learning, plan a lesson, teach and/or observe the lesson, reflect on the gathered evidence, revise the lesson for improvement, and re-teach the

revised lesson ( Perry & Lewis, 2003; Curcio, 2002)

RESEARCH GAPSTeaching for active learning has been of

interest in Philippines as well, figuring in educational reforms. However, 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.

• P.N Roa High School low performance in their National Achievement Test (NAT) especially on major subjects such as Mathematics and Science last school year 2015-2016.

BACKGROUND The researchers used Active Learning Strategy (through activities) to

promote learning and enhance collaboration among students. It keeps learning active and student-centered, in a non-threatening environment. An activity can be used to promote critical thinking and reasoning. One advantage of using activity, as a teaching strategy, is that students have the opportunity for immediate feedback, through the discussion of correct answers and their rationales. Another advantage of activities is the opportunity for instructors to facilitate discussion and clarify misconceptions (Glendon and Ulrich, 2005 ).

RESEARCH OBJECTIVES•To determine the significance of Active Learning Strategy to the students’ performance in the given lesson.

•To design an effective lesson study with all the revision and improvement of the action research.

THEORETICAL FRAMEWORKTHEORY OF CONSTRUCTIVISM

BY JEAN PIAGETActive Learning Strategy is based in Jean Piaget’s theory of Constructivism. 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).

METHODOLOGY

INSTRUMENTSParticipation Tally SheetPre-test and Post testEvaluation FormFacilitating Rubric

Student ProfileLearning Styles TestRole Play RubricOutput Rubric

RESPONDENTS

Grade 8 level students in Pedro “Oloy” N. Roa High School = 104 students

39- Bonifacio

29 - Aguinald

o37 - Del

Pilar

METHODOLOGYMETHOD

Qualitative Method

Action ResearchLesson Study1st, 2nd, 3rd run

METHOD OF GATHERING DATA

Question and Answer FormRating 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 Study

Behavior 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 time

2. Do the students ask questions to the teacher? 1 1 2 1.33 Never

3. 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 Sometimes

5. Do the students take down notes? 2 2 2 2.00 Sometimes

6. Do the students attentively listen to the teacher? 3 3 2 2.67 Sometimes

LEGENDRating Descripti

on

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%

Approaching

Proficiency

3-4 17 43.59% 7 25.64% Developing

1-2 17 43.59% 3 7.69% Beginning

TOTAL 39 100% 39 100%

Approaching

Proficiency

 LEVEL OF PROFICIENCY

 CLASS INTERVAL SCORE

Advanced 9-10

Proficient 7-8

Approaching Proficiency 5-6

Developing 3-4

Beginning 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) PercentagePost-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 Class

CLASS 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• students’ participation was “most of the time” during the activities and following instructions given to them by the teacher.

• With the results showing the difference of the test scores during the three runs, an increase of the scores from the first run (19.60%) to the second run (32.30%) and to the third run (33.10%) has been presented.

• In the activities given, the students have rated it with an overall score ranging from 50-60 – “very good”.

• 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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