CHAPTER - 1Rationale of the SIM

Students’ ratings pose as show windows of their academic performance. The extent of students’ learning in academics may be determined by the grades a student earns for a period of learning has been done. It is believed that a grade or scores are primary indicator of such learning. If a learner earns high grades or scores, it is concluded that they may also have learned a lot while low grades or scores indicate lesser learning (Kola, 2007).

Third quarter of the S.Y. 2009-2010, the teacher-researcher conducted the first periodic examination to the second year students of Jagupit National High School. The questionnaire was a self-made which includes the following competencies; Biomes, Ecological

succession, symbiotic relationship and Mendelian Genetics.

After the test, their papers were checked and item analysis was made. It was found out that among the skills tested Mendelian Genetics is the least learned skill. This result leads the teacher-researcher to make an intervention material that will remediate the problem. He was able to come up with the SIM entitled “Punnet Square and the Mendelian Genetics” which determines the possible phenotype and genotype of an offspring.

With the use of this SIM, students can be helped strategically and intensively in filling gaps in their science concepts in a way that brings them up to a higher level of learning.

Review of Related LiteratureThe teacher-researcher conducted

a review of literature to further discuss some concept that may have importance to the present study.

According to NRC, for the quantitative data, a criterion-referenced test and a survey measuring attitudes toward science were administered to the students at the beginning and end of the program. Correctional T-test were conducted using pretest and post test scores from the criterion-referenced test and pretest and post test attitude survey scores. Students’ science achievement (p [is less than] .001) and attitudes toward science (p [is less than] .05) were higher following participation in the science intervention

program. Qualitative data, which included narrative descriptions of students’ behaviors as recorded in a teacher-researcher daily log, supported the findings of the quantitative research.

Results from the study provide implications for science curriculum reform.

According to Ramey Gassert, 2003, an important aspect of science content to be considered for inclusion within any curricula is the relevancy of the information to he personal lives of students. Some curricula have attempted to place science in real-world context by linking it with environmental and societal issues. When science content has been extended to applications in the real world, public awareness and

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enthusiasm for science have been evident.

Statement of the ProblemThe main objective of this study is

to determine if there is a significant difference between the scores of the pre-test over the post-test of the unmastered skills about the Punnet Square and the Mendelian Genetics after the application of this SIM to the respondents.

Hypothesis

Based on the foregoing research, the researcher formulated the following hypothesis:

Ho: There is no significant difference between the scores of the pre-test over the post-test of the unmastered skills about the Punnet Square and the Mendelian Genetics after the application of this SIM to the respondents.

Significance of the SIMIt is the purpose of this SIM to

stimulate better understanding of science competency and make accurate knowledge that help teachers in the use of appropriate teaching intervention to attain the national-required 75% mastery level.

To the Classroom Teachers

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This SIM will serve as tools to let the students better understand the concept Punnet Square and the Mendelian Genetics.

To the School Administrators

This SIM will encourage school administrators to let his teachers resolve least learned skills by making intervention materials.

To the Students

This SIM will enable the students to better understand the concept Genetics.

Scope and Limitation This study focused on the second year students of Jagupit National High

School. The respondents of this study were 50 second year students to which were randomly selected by drawn by lot style.

Limitations were expected in this study firstly, results were taken out from one school only which reduces the validity of the study. Secondly, it is possible that the responses to the questionnaire may suffer from response biases as anonymity could not be preserved because students’ names were needed to match their scores.

Definition of Terms Students – a term used to

anyone who is learning

Pre-test – test before giving

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the SIM

Post-test – Test after givingthe SIM

SIM – Science intervention Material

– Strategic Intervention Material

Research Paradigm

Theoretical Framework

The MPS (mean percentage score) per learning skill during the item analysis of the third periodic examination of the second year students of Jagupit National High School S.Y. 2009-2010 was the basis of this study.

The 50-item multiple choice self-made questionnaire comprised the following data; 10 questions for the topic Biomes, 10 questions for the topic Ecological succession, 10 questions for the topic symbiotic

Low score in

PRETEST SIMHigh

score in POST TEST

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relationship, 10 questions for the topic ecology and 10 questions for the topic Punnet Square. The results were listed in the table below.

Competency MPS RankBiomes 87.60% 1Ecological succession 81.40% 2symbiotic relationship 67.65% 4Ecology 64.50% 3Punnet Square 53.70% 5

Data has shown that among the learning skills, food chain is the least learned.

Moreover, with the application of this SIM, a paradigm has been designed and a theoretical framework was anchored to the idea that learning is further enhanced if strategic intervention is evident.

CHAPTER 2Methodology

This chapter discusses and presents the methodology employed in

the study. It consisted the following; research design, research locale, research respondents, research instrument and statistical technique used.

Research DesignThe researcher used the

descriptive type of research in the investigation. It involves the collection of data in order to determine the nature and degree of existing conditions. Using such method in this study, the significant difference between the pre-test and post-test of the second year students of Jagupit NHS was analyzed, discovered and ascertained.

Research Locale

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The study was conducted at Jagupit National High School, Jagupit, Santiago, Agusan del Norte, during the school year 2009-2010. The school accommodates three municipalities; Tubay, Santiago and Jabonga. It has a population of more than seven hundred students from first year to fourth year. Vocational courses were offered by the school since 2007.

Research RespondentsThe research respondents were the

50 second year students of Jagupit National High School. Their answered test questionnaires were randomly collected. Table 1 shows the distribution of population and sample:

Table 1Population and Sample of the Study

N - Population n – sample

Jagupit National High School has a total of 173 second year students. Out of the 173 students the researcher utilized 50 students as his respondents. Using the Slovins formula, the 50 respondents were randomly drawn out by lot.

Research Instrument The researcher formulated a set of

questions based from his discussed lessons in the whole grading period for

Section N nLinnaeus 42 12Leeuwenhoek 42 12Mendel 43 12Fleming 46 14Total 173 50

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the third quarter of the S.Y. 2009-2010. He used the questionnaire as the principal tool in gathering the needed data and information.

Statistical Technique UsedIn order to facilitate the analysis

and interpretation of data, the following statistical technique was used.

Small Sample T-Test

This analysis was employed to determine the strength of the relationship between paired observations.

CHAPTER 3

Presentation, Analysis and Interpretation of Data

The succeeding Tables and discussion present the results of the analysis of the data obtained from fifty (50) respondents in determining the difference between the scores in pre test over the scores in post test to the second year high school students in Jagupit National High School S.Y. 2009 - 2010.

Problem 1 Is there is a significant difference

between the scores of the pre-test over the post-test of the unmastered skills about Punnet Square and the Mendelian Genetics after the application of this SIM to the respondents?

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Table 2Comparison of scores between the

pretest and post test

Name of Respondents Posttest Pretest Diff (x-u)2

1. Aguirre, Jonathan G. 9 4 5 25

2. Amper, Fernando M. 9 3 6 36

3. Balmoria, Giovanine G. 10 5 5 25

4. Bernados, Janlord C. 8 4 4 16

5. Beto, Jeremy O. 9 5 4 16

6. Cahoy, Jhumil A. 9 5 4 16

7. Dacera, Remar B. 10 5 5 25

8. Diaz, Jorge S. 9 5 4 16

9. Estrera, Merlito S. 8 3 5 25

10. Gallor, James Bryan A. 10 5 5 25

11.Gamayon, Elwin J. 9 4 5 25

12. Lumictin, Jerson F. 8 5 3 9

13. Manigos, Dorico N. 8 5 3 9

14. Mariano, Emmanuel 8 5 3 9

15. Martinez, Laurence A. 7 5 2 4

16. Montilla, Mc Donnell 9 4 5 25

17. Oclarit, Erwin D. 9 4 5 25

18. Ompoc, Edrito Jr. Q. 10 6 4 16

19. Quipanes, Darwin L. 8 4 4 16

20. Rabina, Jesryl M. 9 4 5 25

21. Ramos, Joshua R. 9 4 5 25

22. Tiambong, Gilbert L. 10 3 7 49

23. Tiamson, JhannReev 9 5 4 16

24. Tiamson, Knennel 8 5 3 9

25. Tupos, Nikko S. 10 4 6 36

26. Alegre, Mary Ann A. 10 4 6 36

27. Amancio, Clara C. 10 6 4 16

28. Arisala, Risa U. 10 4 6 36

29. Bacalan, Ricel L. 10 4 6 36

30. Bigcas, Liezel T. 10 4 6 36

31. Caser, Jenelyn M. 10 3 7 49

32. Castillo, Mariz C. 10 5 5 25

33. Catelo, Ronabel 10 5 5 25

34. Cervantes, Jodelyn D. 9 3 6 36

35. Dela Victoria, Laila G. 10 5 5 25

36. Empuesto, Marve L. 10 5 5 25

37. Florano, Girly S. 10 4 6 36

38. Ganzan, Ritchelle C. 8 3 5 25

39. Hentica, Leziel M. 8 3 5 25

40. Jagonal, Michelle P. 9 5 4 16

41. Libaste, Antonette P. 10 4 6 36

42. Llemit, Jovelyn M. 10 5 5 25

43. Montante, Airen M. 10 4 6 36

44. Morit, Jennybe M. 10 4 6 36

45. Perang, Kimberly C. 10 5 5 25

46. Ranuco, Charmaine V. 10 5 5 25

47. Satinitigan, Princess 10 4 6 36

48. Tabat, Rebecca T. 10 3 7 49

49. Tiamson, Nerissa N. 10 3 7 49

50. Tumarlas, Mary Grace 10 5 5 25

Total 466 216 250 1312

Average Score 9.32 4.32 5.0

Percentage 93.20%

43.20%

SD 2.83

T13.4

The MPS (mean percentage score) per learning skill during the item analysis of the first periodic examination of the second year students of Jagupit National High School S.Y. 2009-2010 was the basis of this study.

The 50-item multiple choice self-made questionnaire comprised the following data; 10 questions for the topic ecology, 10 questions for the topic Biomes, 10 questions for the topic Ecological Succession, 10 questions for the topic Punnet Square and the Mendelian Genetics.

After having the item analysis, it was found out that the topic Punnet Square was the least learned skills.

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On the other hand, the self-made questionnaire was segregated according to topic. The 10 questions for the topic punnet square were again administered to the identified respondents after they have undergone the SIM.

Moreover, results of the identified respondents were taken to validate if there is a difference between their scores prior to the intervention of the SIM and after the intervention of the SIM.

Table 2 shows the data gathered and it was analyzed using the small sample T-test for paired observations. Data revealed that the calculated value of T is 13.4 which is greater than the tabular value 2.5 at 0.05 level of significance with 2.5 degree of freedom.

Finally, the stated null hypothesis that there is no significant difference between the scores of the

pre-test over the post-test of the unmastered skills about the Punnet Square and the Mendelian Genetics after the application of the SIM to the respondents was rejected. This means that the use of SIM improved significantly the identified least learned skills.

CHAPTER 4Conclusion and Recommendations

Conclusion:

Based on the analysis of the data, a conclusion was drawn taken from the null hypothesis that there is no significant difference between the scores of the pre-test over the post-test of the unmastered skills about the Punnet Square and the Mendelian Genetics after the application of the SIM to the respondents.

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This null hypothesis was rejected based on the results presented. Therefore it is concluded that there is significant difference between the scores of the pre-test over the post-test of the unmastered skills about the Punnet Square and the Mendelian Genetics after the application of the SIM to the respondents. This idea also justifies the use of SIM improved significantly the identified least learned skills.

Recommendations:

From the data presented the following recommendations were drawn:

1. The Science Intervention Material is an effective tool to enhance the students’ mastery of the lesson.

2. It should be adopted by the second year high school students of Jagupit NHS.

3. School administrators should encour- age their teachers to resolve least learned skills by making a Strategic Intervention Materials.

Bibliography

Books:

Kola, S. L, (2007). An Analysis of High School Students' Performance on Five Integrated Science Process Skills” Research in Science & Technical Education, Volume 19, Number 2 / November 1, 2001Pp 133 – 145

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Gassert, R. S. (2003). Curriculum Relevancy: Societal Impact (pp. 43-53).

Electronic sources:

http://www.learner.org/interactives/dna/genetics.htmlOctober 8, 2010

Journal:

National Research Center (NRC). Measuring Attitudes toward Science. 1996Appendices

A. Computation of T

Test Specific = d

SD

√n

Where:d - average differenceSD - standard deviationn - population sample

Test Specific = 4.32

2.83

√50

= 10.8

PICTORIALS

Tabular Value = 2.50 at 0.05 level of sig.Computed Value = 13.4 at 0.05 level of sig.

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The school principal gave her constructive suggestions for the improvement of the researcher’s SIM.

Students are busy answering the SIM