Sun.Star Pampanga - - PERSPECTIVE! -


Sci­ence has led us to find­ing out things that give us what we have to­day. In fact with­out Sci­ence, we would not have elec­tric­ity which would mean no mo­biles, in­ter­net, face­book. There would not have fridges to keep food fresh, tele­vi­sion to en­ter­tain or even cars to travel in.

To­day, sci­ence in­flu­ences so many dif­fer­ent things. Sci­ence has in­flu­enced the med­i­cal in­dus­try that to­day re­duces thou­sands of deaths ev­ery day. But is sci­ence only about new in­ven­tions, new tech­nol­ogy and new medicines?

Sci­ence must be un­der­stood by peo­ple that it is not just about new tech­nol­ogy, in­ven­tions or new medicines. Sci­ence is about a whole lot more than that and to sum it up, it is be­lieved that sci­ence is a way of help­ing the brain grow in find­ing new knowl­edge and helps us de­feat our cu­rios­ity of how the world de­vel­ops and works to­day.

With the fast chang­ing need of the 21st cen­tury pupils, teach­ers must meet even those whom are tagged “left-be­hind pupils”. This is the rea­son why the use of Strate­gic In­ter­ven­tion Ma­te­rial put into con­sid­er­a­tion.

One of the iden­ti­fied prob­lems in ed­u­ca­tion is the low per­for­mance of pupils in terms of the Na­tional Achieve­ment Test (NAT). In spite of dif­fer­ent cur­ric­ula im­ple­mented and pro­posed by Department of Ed­u­ca­tion, this has been the bat­tle point of teach­ers. Does the chang­ing of ed­u­ca­tional cur­ricu­lum re­ally af­fect pupils’per­for­mance? This can be an­swered by a sim­ple Yes or No. But to have a deeper and mean­ing­ful an­swer is to con­sider pupil fac­tors like their level of mo­ti­va­tion to­wards learn­ing and the like.

In re­sponse with the iden­ti­fied prob­lem, teach­ers can use va­ri­ety of teach­ing method­olo­gies and in­struc­tional ma­te­ri­als for ef­fec­tive learn­ing. That is why, the re­searcher de­cided to de­velop and pro­duce Strate­gic In­ter­ven­tion Ma­te­rial to test its ef­fec­tive­ness de­signed for Northville 15 In­te­grated School, Sci­ence V pupils.

The au­thor con­ducted a study to de­ter­mine the use­ful­ness of the Strate­gic In­ter­ven­tion Ma­te­rial in Sci­ence V to the per­for­mance of the pupils.

Specif­i­cally, the study dealt to iden­tify the least learned top­ics in Sci­ence V in the third quar­ter; to de­scribe the scores of the pupils in the pretest; to know the scores of the pupils as de­scribed in the posttest; to prove the highly sig­nif­i­cant dif­fer­ence be­tween the scores of the pupils in the pretest and posttest; and to know how the Strate­gic In­ter­ven­tion Ma­te­rial in Sci­ence V de­vel­oped by the re­searcher was eval­u­ated by the ex­perts on SIM in terms of Con­tent/ Sub­jects, Sub­ject Mat­ter, Pre­sen­ta­tion and Or­ga­ni­za­tion and Use­ful­ness.

The quasi-ex­per­i­men­tal method was used in the study, stan­dard­ized test, strate­gic in­ter­ven­tion ma­te­rial and an eval­u­a­tion form were the pri­mary in­stru­ments used in gath­er­ing data. Pretest was first ad­min­is­tered to iden­tify the least learned top­ics in Sci­ence and in or­der to de­velop a strate­gic in­ter­ven­tion in Sci­ence V which con­sisted of two least learned top­ics. Elec­tric­ity and Sim­ple Ma­chines were the two least learned top­ics; teach­ers re­spon­dents strongly agreed on the con­tent/ ob­jec­tives, sub­ject mat­ter, pre­sen­ta­tion and or­ga­ni­za­tion and use­ful­ness of the Strate­gic In­ter­ven­tion Ma­te­rial; the per­for­mance of the pupils on the Strate­gic in­ter­ven­tion Ma­te­rial based on their scores was de­scribed sat­is­fac­tory and very sat­is­fac­tory. There was an im­prove­ment in the posttest scores of the pupils. It re­vealed that there was highly sig­nif­i­cant dif­fer­ence be­tween the pretest and posttest scores of the pupils. It was con­cluded that Strate­gic In­ter­ven­tion Ma­te­rial is use­ful in or­der to re­duce the least learned top­ics and at the same time to im­prove the per­for­mance of the pupils. — oOo— The au­thor is Teacher III at Northville 15 In­te­grated School, DepEd An­ge­les City

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