Lesson Study: Active Learning Using Typhoon for Grade 8 Science Students

ACTIVE LEARNING STRATEGY IN

TEACHING TYPHOON TO 8 T H GRADE STUDENTS:

A LESSON STUDYL L I D O , P A U L A M A R I EM A D E L O , B R I X

T A B O R A D A , U N Y C I EM S . J O Y C . V E L A S C O

M S . K A T H L E E N M . M O R A L E S

BACKGROUND

is 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)

ACTIVE LEARNING

BACKGROUND

• (through activities) to promote learning and enhance collaboration among students. It keeps learning active and student-centered.

• Advantage –Teacher-student feedbacks and learning became a two-way process

(Glendon and Ulrich, 2005 )

ACTIVE LEARNING STRATEGY

RESEARCH GAPS

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.

RESEARCH GAPSP.N ROA HIGH

SCHOOLLow performance in their

National Achievement Test (NAT) especially on major

subjects such as Mathematics and Science last school year

2015-2016.

RESEARCH OBJECTIVES

To integrate Active Learning Strategy in the given lesson.

RESEARCH OBJECTIVES

To design an effective lesson with all the revision and

improvement of the action research.

THEORETICAL FRAMEWORK

THEORY OF CONSTRUCTIVISMBY JEAN PIAGET

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).

RESPONDENTS

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

39- Bonifaci

o

29 - Aguinal

do37 - Del

Pilar

RESPONDENTS

METHODOLOGYINSTRUMENTSParticipation Tally SheetPre-test and Post testEvaluation FormFacilitating Rubric

Student ProfileLearning Styles TestRole Play RubricOutput Rubric

METHODOLOGYMETHOD

Qualitative Method

Action ResearchLesson Study1st, 2nd, 3rd run

METHOD OF GATHERING DATA

Question and Answer Form

Rating 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 StudyBehavior 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 time2. Do the students ask questions to the teacher? 1 1 2 1.33 Never3. 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 Sometimes5. Do the students take down notes? 2 2 2 2.00 Sometimes6. Do the students attentively listen to the teacher? 3 3 2 2.67 Sometimes

LEGENDRating Descrip

tion

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%

Approachin

g

Proficiency

3-4 17 43.59% 7 25.64% Developing

1-2 17 43.59% 3 7.69% Beginning

TOTAL 39 100% 39 100%

Approachin

g

Proficiency

LEVEL OF PROFICIENCY

CLASS INTERVAL SCORE

Advanced 9-10Proficient 7-8

Approaching Proficiency 5-6Developing 3-4Beginning 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)Percentage

Post-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 ClassCLASS 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)


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


• 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)


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


• 29. 73% of the population with a range of 52-57 score

• “Very good”

LESSON PLAN

CONCLUSION• Active Learning Strategy has been a factor that increased

the student’s performance wherein there was a development of lesson crafted after every run in the class. Through active learning strategy, activities were integrated which makes the lesson more meaningful to the students.

• 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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