Skills and K-12 Spiral Approach in the Achievement in Science of Grade VI Pupils in Duhat Elementary School SY2017-2018

Abstract

INTRODUCTION

Science Education has become an integral part of the school. So, the quality of Science teaching is to develop considerably so as to achieve its purpose and objectives. A man without contact with the value of learning what science is and its manifestation will be a complete misfit in this modern society, considering that everything isrun by scientific discoveries and inventions. In the classroom, the need today is actually to achieve large-scale teaching of science through continuous updating of oneself in terms of methods, strategies as well as current issues fitted to the fast-changing world. A science teacher must be energetic, dedicated and committed to the teaching profession. Improved instruction depends upon educators who can move every hand to connect with each other, making things happen by volition with blends of love and dedication. It really calls for the teachers to have a wide repertoire or means of assisting everyone who is interested to go with the challenging world and achieving optimal learning. This school-based action research addressed to current practice/trends in teaching science in today's setting using the combination of Science process skills and K-12 spiral approach.

METHODS

The study used a quasi-experimental design comparing two variables. This is to determine the relationship of instructions in terms of science process skills and a spiral approach in the achievement of pupils in science.

RESULTS

The study revealed that the pupils' performance in Science was greatly affected by the use of differentiated instruction. Using Science Process Skills and Spiral Approach, both the control group and the experimental group has almost the same level of performance in terms of activity, assessment, and enrichment. On the other hand, the experimental group performed better than the control group when they were exposed to guided instruction using the activity materials with the used of science process skills and K-12 spiral approach. Under the guided instruction, the most effective strategy done by the teacher among the experimental group was the use of observation and experimentation. This shows that experimentation and observation or among pupils in the performance of activity using science process skills and spiral approach give a desirable/ good impact to the teaching of science and to improve learners' skills in the subject, with remarks of significant, which shows significant results.

DISCUSSIONS

The table shows the difference between the pre-test scores of the control and experimental groups. The pre-test means a score of 18.07 for the control group and 19.37 for the experimental group with a difference of 1.30 got a computed p-value of 4.82 with a remark of not significant. It shows that both groups control and experimental have almost the same level of knowledge. The table for post-test mean score of 19.37 for the control group is 21.27 with a difference of 1.90 with a computed t-value of 2.956 and a p-value of 0.003 with a remark of significant. The data implies that the experimental group had a higher mean score in the post-test.