Specialism to Improve Performance in Science

Abstract

INTRODUCTION

Education Development Decree of 1972 authorizes the undertaking of educational development projects in every school. Through its implementation, Castor Alviar National High School came up with the Specialism to Improve Performance in Science (SIPS) under the Continues Improvement Project (CIP). It was evident in the past three years, the MPS in science was only 59.94% and fall behind other learning areas. This study sought to improve by 5% the mastery level of students who find science difficult to understand.

METHODS

The clients in the study were 40 Grade 8 students consisting of 20 boys and 20 girls. The samples belong to Section 4 with the lowest MPS scores in science periodical tests. The specialism approach was adopted. The school has 8 science teachers. All of them were interviewed regarding non-specialized teaching in science. Four (4) of them projected owners who teach in their specialization. For the respondents, a survey tool was used. The results of the periodical test were analyzed using mean statistical tools. Primary data such as the results of the first and second periodical tests before the specialism approach were obtained. These were used as the basis for the improvement in the performance of the student for the third quarter. The specialist approach was implemented in the third quarter.

RESULTS

Based on the results of the third periodical exam, Section 4 obtained an MPS of 70.49% as compared to the first and second quarter exams with an MPS of 56.75% and 42.83%, respectively. The mastery level of the group increased by 13.74% and 27.66% in the first and the second periodical tests, respectively. It shows that the mastery level of the group by 19.49% in the former and 64.58% on the latter. The MPS of Section 4 increased by 27.66% exceeded thetarget of a 5% increase in the MPS.

DISCUSSIONS

Dramatic increases were evident and showed that the specialism approach is effective in increasing the performance level in science. The change could be attributed to the confidence and mastery of the project owners on the lessons taught since it is their specialization. It was supported by the results of the survey that was conducted on the clients. Although 70.49% mastery level is below the average passing rate of 75%, the change from 42.83% MPS only proves that the project owner's teaching in his/her specialization was a significant factor in the result of the students' performance. Therefore, it can be inferred that the specialism approach is a significant teaching style with which the learners were able to understand the lessons taught. The specialism Approach is therefore highly recommended to be used as another teaching strategy to improve the performance of students in science. It is also recommended that a study be conducted to other learning areas where it is found applicable.