of 23/23
AN ACTION RESEARCH FOR S.Y. 2005-2006 Enhancing Students Performance in Research Through the Use of Science Investigatory Project Pedro Guevara Memorial National High School Santa Cruz, Laguna

Science Investigatory Project

  • View
    66

  • Download
    10

Embed Size (px)

Text of Science Investigatory Project

Pedro Guevara Memorial National High School Santa Cruz, Laguna

AN ACTION RESEARCH FOR S.Y 2005-2006 .Enhancing Students Performance in Research Through the Use of Science Investigatory Project

Prepared by: JUVY L. TOBIAS

Republic of the Philippines DEPARTMENT OF EDUCATION Region IV-A CALABARZON Division of Laguna Pedro Guevara Memorial National High School Santa Cruz, Laguna

August 1, 2005 DR. LILIA T. REYES Schools Division Superintendent Division of Laguna Santa Cruz, Laguna Dear Madam: The undersigned would like to ask your permission to allow her to conduct an action research on Enhancing Students Performance in Research Through the Use of Science Investigatory Project. The course of action if schedule will start on July 11, 2005 after the pretest and is expected to finish on September 11, 2005. Hoping for your prompt and favorable response on this matter. Thank you very much. God Bless! Respectfully Yours, JUVY L. TOBIAS Noted: ERLINDA R. ARIVE ESI - Science Approved:

Republic of the Philippines DEPARTMENT OF EDUCATION Region IV - A CALABARZON Division of Laguna Pedro Guevara Memorial National High School Santa Cruz, Laguna CIELO S. BERNARDINO Asst. Schools Division Superintendent - OIC

AN ACTION RESEARCH FOR S.Y. 2005-2006

Area

: Enhancing Students Performance in Research Through the Use of Science Investigatory Project : What is the effect of using the science investigatory project on the performance of the students in Research?

Problem

I.

Problem Situation The advent of new and up-to-date curriculum has brought into focus the need to match the new science programs with the appropriate teaching method. As applied to classroom teaching, method has something to do with the way a teacher communicates the subject to the students. The strategy should include regular steps to guide the mental processes of the learners in mastering the subject being presented to them.

The Science Investigatory Project (SIP) is an undertaking for science students which need an application of certain scientific principles and ideas. One of its aims is to develop ones capacity in order to actively and effectively participate in the solution of problems being faced by the community through the application of rational and creative thinking process in search for the solution of the problem. For four years of teaching Research I in Pedro Guevara Memorial National High School, the researcher observed that the students are not aware of the important contribution of the research to mans life. They tend to ignore it as a subject, which is manifested by their negative attitude towards it and low performance in the Research subject. Students belonging to the Special Science Classes are expected to acquire high performance knowing the fact that the Special Science Curriculum adopts technology enriched science curriculum. It is developed around the major conceptual schemes, skills and values that are relevant to the needs of the society. Hence, the assumption is, the students will gain enough knowledge and skills through their experiences which are essential in solving a particular problem. It is on this premise that the study was conducted, to use the Science Investigatory Project as a means to enhance students performance in Research.

II.

Preliminary Investigation The performance of the students in Research for the last five (5) years showed that the students in Pedro Guevara Memorial National High School seemed to neglect their Research I subject as evident by their grades. On the average, the computed grades of the 138 third year students from three (3) Special Science classes last school year fall within the range of 84 to 88. Some of them got even lower than 84 and very few obtained 90 and above indicating their low performance in this subject. Considering that the students from the Special Science Curriculum are already exposed to various local and national science fair and exhibits which may trigger their interest to conduct valuable and relevant science investigation still the students fail to maximize their potentials as researchers. These findings prompted the researcher to pursue an investigation of this nature with the hope that the exiting problem relevant to the teaching of Research will be remedied at once. Furthermore, the study intends to

motivate the students to experience the joy and apply their skills in doing fruitful science investigation.

III. Statement of the Specific Problems This action research intends to determine the effect of using the science investigatory project on the performance of the students in research. Specifically, it sought answers to the following subproblem:

1. What is the level of performance of the students in Research I using the pretest and posttest? 2. Is there a significant difference in the level of performance of the students in Research I based on the results of the pretest and posttest? 3. Is the use of science investigatory project affect the performance of the students in Research based on the students mean gain performance?

IV. Intervention Plans 1. The results of the students performance in the pretest will be presented in tabular form. 2. After two (2) months, the scores of the students in the posttest will be also shown using another table for clearer presentation. 3. The data to be collected will be compared for the purpose of giving remedial measures. 4. The effect of using the science investigatory project will be determined through the mean gain performance of the students in Research I.

V. Monitoring Plans 1. The pretest was conducted before teaching the mechanics of making science investigatory project. 2. The students took the posttest after a period of two (2) months. (July 11, 2005 to September 11, 2005).

3. The scores of the students in the pretest and posttest were gathered. 4. The mean gain performance of the students was determined through the application of the mean gain ratio.

VI. Statistical Data The data collected were treated using the appropriate statistical tools given below: For subproblem 1, the level of performance of the students in the pretest and post test was described by using the frequency distribution and percentage statistics. For subproblem 2, the difference in the level of performance of the students in Research I was determined by using the t-test for dependent sample means. For subproblem 3, the effect of using the science investigatory project was analyzed through the application of the mean gain ratio.

VII. Results and Discussions 1. The Level of Performance of the Students in the Pretest and Posttest

1.1

Pretest Table 1 shows the distribution of the third year students in terms of

their performance in the pretest

Table 1 Frequency and Percentage Distribution of the Level of Performance of the Students in the PretestLevel of Performance Above Average (31-40) Average (21-30) Below Average (11-20) Needs Improvement (1-10) Total Mean Frequency 19 104 13 2 138 15.01 Percentage 13.77 75.36 9.42 1.45

It can be gleaned in the table that there were 19 or 13.77 percent above average students; 104 or 75.36 percent average; 13 or 9.42 percent below average and 2 or 1.45 percent of them needs improvement along the area of research. The data discussed above only indicate that the students considered in the study generally, have average performance in Research based on the results of the pretest. The findings imply that there is a need for an enhancement in the performance of the students in Research.

1.1

Pretest Table 2 Frequency and Percentage Distribution of the Level of Performance of the Students in the PosttestLevel of Performance Above Average (31-40) Average (21-30) Below Average (11-20) Needs Improvement (1-10) Total Mean Frequency 96 42 0 0 138 33.31 Percentage 69.57 30.43 0.00 0.00

Table 2 shows the frequency and percentage distribution of the level of performance of the students in the posttest. It is important to note that there were 96 or 69.57 percent students who belong to the above average category and 42 or 30.43 percent were average in performance in their posttest. The results show that there is a great improvement on the performance of the students as evident by the higher percentage of the students who performed in the above average level. This finding can be attributed to the knowledge and skills they learned in studying Research I.

2. Difference in the Level of Performance of the Students in the Pretest and Posttest Table 3 T-value Computed Based on the Results of the Pretest and PosttestPretest mean 15.01 Posttest Mean Mean Difference 33.31 18.30 Computed *Critical t-value t-value 41.60 1.98

Df 137

Interpretation Significant

* p 0.05

Table 3 shows the t-value computed based from the data obtained in the pretest and posttest. It can be seen in the table that the t-value of 41.60 exceeded the critical value of 1.98 at 5 percent level of significance using degrees of freedom equal to 137. The findings denote a significant difference in the performance of the students in the pretest and posttest. The results of the present

investigation only indicate the effectiveness of the use of science investigatory project in teaching the subject Research I.

3. Mean Gain Performance of the Students Table 4 Mean Test Scores and the Gain Ratio of the Target GroupPretest (N=138) 15.01 Posttest (N=138) 33.31 Gain Ratio 59.50%

Table 4 shows the mean test scores and the gain ratio of the target group. The results indicated that the mean pretest score of X = 15.01 significantly lower than the posttest mean score of X = 33.31. This is

supported by the computed mean gain ratio of 59.50 percent revealing significant gain in the performance of the students in Research I. This proved the contention that the use of science investigatory project affects the performance of the students in a positive way.

VIII. Findings, Conclusions and Recommendations

Findings 1. Based on the results of the pretest, there were 19 or 13.77 percent students who belong to the above average category while in the posttest, 96 or 69.57 percent students were found to have above average level of performance.

2. The computed t-value of 41.60 was greater than the critical value of 1.98 indicating a significant difference in the performance of the students included in the study. 3. The mean gain ratio of 59.50% reveals significant increase in the level of performance of the students in Research I which denotes the effect of the use of science investigatory project in teaching Research

Conclusions The data gathered led to the formulation of the following conclusions: 1. The third year students included in the study have an average level of performance in the pretest and above average performance in posttest. 2. There is a significant difference in the level of performance of the students in the pretest and posttest. 3. The use of science investigatory project significantly affects the performance of the students in Research I.

Recommendations Based on the conclusions made, the researcher offered the following recommendations: 1. In as much as the test in the present study is considered as an effective evaluation tool, its reliability and validity should be emphasized for the purpose of providing accurate results.

2. Since it was found out that the use of science investigatory project is effective in enhancing the level of performance of the students in Research, it is suggested the Research teachers should continue upgrade their knowledge and skills in teaching the said subject by attending seminars-workshop relevant to research, having linkages with other educational institutions regarding the current innovations in the field of research, pursuing higher level of education and having regular evaluation of their performance in teaching research. 3. A program should be developed to support the needs of the students and teachers in the conduct of science investigatory project. The program should utilize variety of activities that will promote the involvement of all the students. The study also recommends the use of students evaluation to identify the indicators that contribute most to student gains.

Pretest in Research I

DIRECTION: Multiple choice. Write the letter of the correct answer. 1. In writing the research proposal, the tense of the verb should be a. past tense b. future tense c. present perfect tense d. future perfect tense

2. The relevance of the study being investigated to the economy of the Philippines is written in the ________________ of the introduction. a. first paragraph b. second paragraph 3. The conceptual literature gives the a. findings b. conclusions c. third paragraph d. fourth paragraph

c. recommendation d. theories, principles and concepts

4. The main objective of the study are based on a. subproblem b. introduction c. title of the study d. methodology

5. The literature which provides the results of the investigation is the a. Conceptual Literature c. Related Literature b. Research Literature d. Related Studies 6. The steps necessary to conduct the investigation are given in the a. review of literature b. objectives 7. It is an example of periodical a. book b. theses 8. Symbol for alternative hypothesis a. Ha b. Ho c. H d. O c. methodology d. introduction

c. internet sources d. journals

9. An intelligent guess which is very near to the correct answer is called a. hypothesis c. recommendation b. conclusion d. objectives 10. Forms of alternative hypothesis a. nondirectional b. positive directional c. negative directional d. all of the above

11. This characteristic of the word research means there should be no bias or partiality in the treatment of the results. a. systematic c. critical b. objectivity d. rationality 12. The operational form of the hypothesis is stated in a. null form b. affirmative form c. equality d. negative form

13. It is a systematic, controlled, empirical and critical investigation of the observed phenomena a. science b. scientific method c. problem d. research

14. A method of manipulating conditions for the purpose of studying the effects of treatments to members of a sample. a. historical method b. descriptive method c. experimental method d. ex-post facto research

15. This is the part of the research proposal which presents the problem of the study. a. methodology c. introduction b. review of related literature d. objectives 16. The scope and delimitation of the study covers the a. purpose b. locale of the study c. period of the study d. all of the above

17. It refers to the process of organizing data into logical, sequential and meaningful categories. a. presentation b. tabulation c. interpretation d. comparison

18. These are primary sources of information except, a. school directives c. personal materials b. court decisions d. encyclopedias 19. This is an experimental design which involves a single treatment with tow or more levels. a. parallel-group design c. counter-balanced design b. single-group design d. pretest-posttest design 20. An experimental design which involves an exchange of two or more treatments taken by the subjects during the experiment is a. parallel-group c. single group b. counter-balance d. pretest-posttest

21. Which of the following is quasi-experimental design where there is no randomization of the subjects? a. single group c. parallel-group b. pretest-posttest d. counter-balanced group 22. The degree to which the responses are consistent is a. reliability b. usability 23. The other term for validity is a. practicability b. veracity 24. To paraphrase is a behavioral term in a. knowledge b. analysis c. synthesis d. comprehension c. validity d. objectivity

c. objectivity d. reliability

25. It is a characteristic that has two or more mutually exclusive values. a. variable c. variate b. criterion d. proportion 26. The title of the study contains the following except a. variables b. relationship among variables c. population d. hypothesis

27. It refers to an important fact which is presumed to be true but not actually verified. a. limitation c. scope b. hypothesis d. assumption 28. These refer to other terms for conceptual definition except a. constitutive b. functional definition 29. The non-directional hypothesis a. states the direction b. is a one-tailed test c. academic meaning d. universal meaning

c. means no existence d. is the operational statement

30. It is the part of the research which define where and when the study was conducted and who the subjects were. a. assumption c. scope b. hypothesis d. limitation 31. Example of manipulable variable a. sex b. mental ability c. age d. method

32. The part of the book which indicates where the information can be found. a. appendix b. bibliography c. introduction d. index

33. It refers to the small group being observed in an experiment a. sample c. sampling b. population d. all members of the population 34. A process of selecting a sample such that each member of the population has an equal chance of being included in the sample. a. use of table of random number c. quota sampling b. random sampling d. convenience sampling 35. Al of these are types of non-random sampling except a. purposive b. convenience c. quota d. lottery sampling

36. It refers to a test for the observed difference between two sample means. a. Z-test c. chi-square test b. t-test d. analysis of variance 37. It is a test which determines the main and simultaneous effects of two or more independent factors on a criterion variable. a. one-way ANOVA c. three-way ANOVA b. two-way ANOVA d. none of the above 38. If the computed value of any inferential statistics is greater than the critical value, the decision is to a. reject Ho c. reject Ha b. accept Ho d. none of the above 39. It is used to determine the relationship between two variables that are usually of the interval type of data. a. pearson r c. t-test b. chi-square test d. ANOVA 40. A pearson r computed of .40 indicates a. high correlation b. low correlation c. moderate correlation d. negligible correlation