Learning Qs and Science Achievement of G10 Students of Dipintin High School, Maddela, Quirino

Abstract

INTRODUCTION

The present state of science education in the Philippines, particularly in the basic education level, lags behind when compared with other countries in the world. With the poor student achievement, educational researchers worldwide are prompted to continuously identify factors that can account for academic outcomes in the classroom. It is therefore the role of a teacher to motivate the learners by making his lesson interesting using digitized materials. One of these materials is the e-learning Quipper School.

METHODS

The study employed the descriptive-quantitative research design wherein the statistical tools used in the analysis of data were Mean and Standard Deviation, Paired Samples t-Test and Eta-squared. Mean and standard deviation were used in determining the pretest and posttest scores of the participants while Paired Samples t-Test was used to determine significant difference in the scores of participants before and after the implementation of the intervention; e-Learning Quipper School. The eta squared was also computed to find out the effect size of the intervention to the science achievement of the participants. The participants were chosen through purposive sampling. There were 58 Grade 10 participants.

RESULTS

Based on the aforementioned revelations, there was an increase in the mean score of the participants from pretest to posttest, the increase of the scores after the implementation of the e-Learning Quipper School as an intervention was significant and the e-Learning Quipper School as an intervention in teaching Science was effective in improving the achievement of the participants. Thus, this intervention is recommended for use in science subjects.

DISCUSSIONS

The results manifested that the e-Learning Quipper School asan intervention in teaching Science was effective in improving the achievement of the participants. Hence, the researcher recommends that there should be an intensified utilization of the intervention in Science instruction. Further, it should be adopted as one of the teaching strategies in teaching all subjects and parallel studies that will employ bigger sample and experimental research design to validate its findings should be conducted.