SCIENCE COMPETENCY- BASED (NAT) INTERVENTION PROGRAM OF GRADE SIX UNION ELEMENTARY

SCHOOL PUPILS LYNARD BOBBY L. ASIRIT, MABE MATH

Researcher

“Nang gumamit na kami ng module, mas naintindihan ko

ang mga tinuturo ng aking guro, mabilis at eksakto lang

talaga ang mga eksplenasyon” (IDI06)

Introduction

For six years….

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%

51.58%

57.90% 58.86%63.14%

60.35%66.11%

UNION ES SCIENCE- NAT PERFORMANCE

SCIENCE

As pointed out by Lapuz (Philippine Star, 2009), “A lot of

research focused on the factors affecting why the (NAT)

performances turn out so poor, however most of the research

conducted failed to address the needs on how to increase and

maintained high MPS results”, (italics mine).

The Philippines ranked 112th in science out of 138 economies, De Leon (Business Mirror,

2013).

Literature Review

“The Philippines ranks a poor seventh among nine Southeast Asian nations in the area of

science”, as stated by Guillermo M. Luz, co-chairman of the National Competitiveness Council (NCC).

“The ever deteriorating quality of education in the Philippines has been the major and a

continuing concern of the government, Cailao (Bicolmail, 2013).

Literature Review

A study conducted by Udquim (2009) recommends, “to ensure greater student performance,

the school should create a committee composed of Master Teachers (MTs) and Subject Coordinators

on the NAT -related subjects who will yearly conduct an assessment of the skills test basing on the

identified competencies”.

Various research to address the flagging and critical performance in the National

Achievement Test for Grade VI specially in Science were conducted, however, most of which only

focused on the factors resulting within. Without effective intervention programs and procedures, the

said factors are likely to continue and retard the achievement of the school, (De Dios, 2013).

On Modular Instruction

Modular teaching is concerned for each pupil as an individual with his own special aptitude

and interest, goal of helping each student to think for himself and allowing the individuality to each

learner. The individual learning may help in developing many notable and self-reliant characters, and

in much more modern ways pupils enjoy periods in which they pursue their interests and satisfy their

curiosities (Manlove and David, 2014).

On Modular Instruction

According to Brown et al. (2011) module has following advantages in the administration:

(a) Users can study modules within their own environment.

(b) Users can study modules with minimum disruption to their normal duties and responsibilities.

(c) Modules may be administered to a single user, small groups or large groups according to need.

(d) Modules programs can be easily revised and upgraded.

(e) Module programs are flexible in the sense that they can be implemented through a variety of

scheduling patterns.

(f) Modules are economical to use.

Objectives

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.

Research Questions

Quantitative:

1. What are the test scores of the respondents in the Science Competency- Based (NAT) Intervention Program when group according to; Age and Family Income?

2. Is there a significant difference in the test scores of the respondents during the Pre-test and Post-test in the Science Competency- Based (NAT) Intervention Program when grouped according to; Age and Family Income?

3. Is there a significant difference between the pre – test and post - test scores of the respondents in the science competency based NAT intervention program?

4. Does the actual Science Grade VI (NAT) mean percentage score for SY 2013 – 2014 Increased than the previous school year?

Research Questions

Qualitative

1. How does the Science Competency- Based (NAT) Intervention Program motivates

you in taking the actual Science (NAT)?

2. Which part of the Science Competency- Based (NAT) Intervention Program

stimulates your habits in the preparation of the actual (NAT)?

3. Is there any suggestions or recommendations you could refer to enhance Science

Competency- Based (NAT) Intervention Program?

Theoretical Framework

▪ Carroll’s Minimalist Theory (1994)

▪ focuses on the instructional design based upon specific learning competencies

▪ learning activities should be meaningful and self-contained

▪ activities should exploit the learner's prior experience and knowledge

▪ realistic worksheets should be prepared

Processing

Testing

Conceptualizing

Conceptual Framework

Phase 1

Quantitative Phase

Review of Related Literature

Identification of the Problem

Pre-Test

Science Competency – Based (NAT) Intervention Program

Post - Test

QUANTITATIVE DATA ANALYSIS

Conceptual Framework

Qualitative Phase

Identification of the Key Informants

In-depth Semi- structured Interview

QUALITATIVE DATA ANALYSIS

Writing the Report

Phase 2

RESEARCH DESIGN

Sequential explanatory mix method consisting two phases (Quantitative and Qualitative Phase) , (Creswell, 2002; Creswell et al., 2003).

- useful when developing and testing new strategies, (Biddix, 2000).

Phase 1 •One Group Pre- test - Post-test Experimental Design•The excess of the results of the post – test over the results of the pre – test is considered caused by the experimental factor, (Calderon, 2011).

Phase 2

• QUALITATIVE PHASE• Phenomenological Research Design • examines human experiences through

the descriptions provided by the people involved, (Donalek, 2004), (Leedy & Ormrod, 2001).

• Streubert and Carpenter (2002) contended that this research method is rigorous, critical, and systematic.

QUANTITATIVE PHASE

• One Group Pre- test - Posttest experimental design

Research Design

QUALITATIVE PHASE

• Phenomenological Research Design

Research Design

Action Research CycleIdentifying the problem.Developing the action

research plan.Deliberation of the action plan with the SBM board.InstrumentationAction

Research Process

Recommend and collaborate.ReportingData AnalysisIntervention Program

QUANTITATIVE DATA FINDINGS

Summary of Findings

AGE PRE-TEST MPS

11 years old 13.70 34.24%

12 years old 13.23 33.70%

13 years old 12.35 30.88%

14 years old 10.17 25.42%

15 years old and above 14.50 36.25%

total 12.88 32.21%

I. Mean of the Test Scores of the Respondents in the Science Competency- Based (NAT) Intervention Program According to Age

AGE POST – TEST MPS

11 years old 32.88 82.20%

12 years old 32.49 81.24%

13 years old 30.41 76.03%

14 years old 31.61 79.03%

15 years old and above 28.88 72.19%

total 31.90 79.74%

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”.

Consistent with this idea, Elder and Lubotsky (2005), “recently found that having older

peers in the same grade because of a higher minimum age at school entry increases the likelihood

of being retained or diagnosed with a learning disability, and while it raises test scores, it does so

by less than we find. A higher minimum age at school entry might be associated with higher

expectations of students, as the maturity of the average child in all classrooms rises.

Summary of Findings

Family Income PRE-TEST MPS

P1, 000 and below 12.70 31.75%

P1, 000 to P5, 000 14.23 35.56%

P5, 000 to P10, 000 11.35 28.38%

P10, 000 to P15, 000 15.17 42.93%

P15,000 and above 10.95 27.38%

total 12.88 32.21%

I. Mean of the Test Scores of the Respondents in the Science Competency- Based (NAT) Intervention Program According Family Income

Family Income POST-TEST MPS

P1, 000 and below 26.67 66.66%

P1, 000 to P5, 000 25.49 63.73%

P5, 000 to P10, 000 35.56 88.90%

P10, 000 to P15, 000 38.90 97.25%

P15,000 and above 31.88 79.70%

total 31.90 79.74%

In the correlation study of Neathery (1997) on family income and science achievement,

“those family who earned in the minimum wage, rated science as a subject more exciting among

the other family earnings”, conversely, the findings of other researchers,

Pupils who belong to an average family earner demonstrate more positive attitudes toward

science than family with meagre income (Schibeci & Riley, 1986).

Summary of Findings

II. Significant Difference in the Test Scores of the Respondents during the Pre-test and Post-test in the Science Competency- Based (NAT) Intervention Program When Grouped According to Age

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

DATA PRE-TEST POST-TESTF (4, 167) = .927 (4, 167) = 1.421

p .449 .229

No Significance * 0.05 level of significance

Summary of Findings

II. Significant Difference in the Test Scores of the Respondents during the Pre-test and Post-test in the Science Competency- Based (NAT) Intervention Program When Grouped According to Family Income

Since data revealed that the family income of the respondents did not significantly differ, these results

suggest that the different family income range does not have an effect on the test scores of the respondents in the

Science Competency- Based (NAT) Intervention Program.

DATA PRE-TEST POST-TESTF (4, 167) = .933 (4, 167) = 1.871

p .509 .296

No Significance * 0.05 level of significance

Summary of Findings

III. Significant Difference in the Test Scores of the Respondents during the Pre-test and Post-test in the Science Competency- Based (NAT) Intervention Program

The result from the paired sample dependent t-test indicates that the difference of the test scores of the respondents were significant.

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 Scores

Paired Differences

t dfSig.

(2-tailed)MeanStd.

DeviationStd. Error

Mean

Pair 1 Pre Test - Post Test 19.01 8.25 .63 30.22 171 .001

Summary of Findings

IV. Comparative Analysis of the Actual Science Grade VI (NAT) Mean Percentage Score for SY 2012 – 2013 and SY 2013 - 2014

This suggest that pupils during the later SY who participated in the Science Competency- Based (NAT) Intervention Program tremendously increase their Science (NAT) performance, affirming the efficacy of the intervention program.

Data SY 2012 -2013 SY 2013 – 2014

Mean Percentage Score 67.13% 76.14%

9 % increase

Summary of Findings

IV. Comparative Analysis of the Actual Science Grade VI (NAT) Mean Percentage Score for SY 2012 – 2013 and SY 2013 - 2014

This suggest that pupils during the later SY who participated in the Science Competency- Based (NAT) Intervention Program tremendously increase their Science (NAT) performance, affirming the efficacy of the intervention program.

Data SY 2012 -2013 SY 2013 – 2014

Mean Percentage Score 67.13% 76.14%

9 % increase

QUALITATIVE DATA FINDINGS

Summary of Findings

Extent of Motivation towards Science Competency- Based (NAT) Intervention Program

The quantitative part of the study revealed an affirmation that the Science Competency- Based

(NAT) Intervention Program really influence the motivation of the pupils the preparation of the actual

Science (NAT). Despite the existence of the significant difference between the test scores of the

respondents who participated in the intervention, the result of the qualitative part of the study revealed

positive responses among the six (6) informants. It has been described as an avenue to enhance the

motivation of students towards Science (NAT) preparations. Informants remarked

Summary of Findings

Extent of Motivation towards Science Competency- Based (NAT) Intervention Program

“Participating in Science Competency- Based (NAT) Intervention Program motivates me to study more science. I hate science a little bit. But when I learned science using the module, it gave me interest to cooperate more in science. The intervention program is fun, and I can understand faster the topic because it is an actual activity (IDI02).”

“Nowadays, lulong sa computer games ang mga kabataan, especially me. Kaya sa pag-aaral, medyo nahihirapan ang nakararami. When I participated in the Science Competency- Based (NAT) Intervention Program, nagkaroon ako ng motivation to learn more science lesson. Dahil module ang gamit, lalong na-motivate ang mga students to learn more lessons (IDI05).”

Summary of Findings

Extent of Motivation towards Science Competency- Based (NAT) Intervention Program

The Science Competency- Based (NAT) Intervention Program benefits the informants of this study

a lot. The module presented aid students understanding of science concepts. Demonstration through vivid

diagrams and graphics explains unclear ideas.

Results of the study confirm the literature written by Okolo & Ferrette (1998) that pupil

composition representing ideas simultaneously through text and graphical illustration, diagrams and

pictures increased the likelihood that pupils will acquire an understanding of complex information.

Summary of Findings

Extent of Motivation towards Science Competency- Based (NAT) Intervention Program

“Mas malinaw ang pag-explain ng teacher. Madali lang siyang i-analyze kasi withoutdemonstration and visual aid, hindi agad naiintindihan ng mga students ang lesson (IDI05).”

“It motivates me to learn science kasi habang nag-iilustrate ang aming guro, mas madali akong nakakaintindi kasi may pagbabasehan ako. Mayroon kasing akong nakikita, at hindi imahinasyon lang (IDI04).”

Summary of Findings

Challenges in the Science Competency- Based (NAT) Intervention Program

Informants mentioned about the challenges they face upon participating in the Science

Competency- Based (NAT) Intervention Program.

• They shared that lack of knowledge in the use of modules which hinders their participation in the

activity.

• Limited time

• Language used in simulations was perceived by some informants as a problem.

Summary of Findings

Extent of Motivation towards Science Competency- Based (NAT) Intervention Program

“Iyong una, problema ko iyong pag-sagot sa mga task questions sa module kasi nga bago pa sa akin…(IDI03).”

“There is a big problem on the time schedule. As what I’ve experienced, not all students were able to finish the task questions since natagalan sila sa sharing (IDI03).”

“Nagiging problema ang language na ginamit sa module kasi sometimes, malalim ang ginagamit kaya hindi naiintindihan (IDI06).”

Summary of Findings

Is there any suggestions or recommendations you could refer to enhance Science Competency- Based (NAT) Intervention Program?

“Teachers must expound all the unfamiliar words so that the students can clearly understand the concepts of science (IDI003).”

“Mas mabuting gumamit ng mga common na language na madaling maintindihan para mas maintindihan (IDI06).”

“Kung pwede po sanang magamit ang ating module sa iba pang mga bata, palaga ko makaktulong din ito sa kanila, kay nindot man gyud siya kayo, (IDI001).

Conclusions1

• The intervention was not influenced by the Age and Family Income of the respondents.

2•(MPS) in both post - tests and actual Science (NAT) surpassed the 75% targeted baseline

3•Science Competency- Based (NAT) Intervention Program really made a remarkable increase in the actual Science (NAT) among the participants.

4• The participation of the respondents in the intervention

program is really effective in raising the science motivation of pupils

5 • The Key informants stressed that it made understanding science concepts easier.

6• All informants affirmed to continue participating in the

intervention program in the preparation of the actual Science (NAT) with some reforms to cater their needs and interests.

Recommendations

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

2 •School – based training program, particularly on how to use the competency based module should be provided by the school management to refresh the seasoned teachers or mentor the new teachers assigned in implementing the intervention program.

3 •Considerations on the language used and time allotment of the intervention program must be reconstructed.

References

Cailao, Ronnie T. (April 19, 2013).“National achievement test: Also a Teacher’s Methodology of their Competence and Performance”.Retrieved from http://www.bicolmail.com/2012/?p=8018. Retrieved Date: November 7, 2013 

_____. (1982) Self-efficacy mechanism in human agency. American Psychologist,_____. (1997) Self-efficacy: The exercise of control. New York: W.H. Freeman De Dios, Angel C. (July 20, 2013) “The National Achievement Test in the

Philippines”. Retrieved from http://philbasiceducation.blogspot.com. Retrieved Date: November 8, 2013

 Luz , Juan Miguel (2009) “The Challenge of Governance in a Large Bureaucracy

(department of education):Linking Governance to Performance in an Under-performing Sector. 

Okolo, C. & Ferretti, R. (1998). Multimedia design projects in an inclusive social studiesclassroom teaching Spanish colonization: “Sometimes people argue with wordsinstead of fists.” Teaching Exceptional Children, 31(1), 50 – 57.

 Udquim, Dancel A. (2010). “BOES Research”.

Retrieved from slideshare.net/readerquim/the-national-achievement-test. Retrieved Date: November 7, 2013