The Level of Comprehension of Grade VI Pupils in the Science Subject of Pulong Saging Elementary School

Abstract

INTRODUCTION

Comprehension is an integral part of a child's learning. It is with comprehension that a certain idea can be formulated in inferring meaning from the written and oral instructions in order to conclude an idea or formulate a solution. With this processes, a mind can logically decide on a certain situation or scenario presented, thus, giving it the proper logical response. In a child's learning, experience, comprehension starts from associating a certain visual representation to a corresponding sound. Then, the associated sound and visual item will be given meaning through usage, representation, objectivity and subjectivity. With these gradual interpretation of data, the human mind can formulate ideas from the most basic to more complex thoughts needed in communication, analyses, problem-solving and inferential learning.

METHODS

This action research will utilize qualitative-descriptive type of research in presenting the data of the Level of Comprehension of Grade VI Pupils in the Science subject of Pulong Saging Elementary School.

RESULTS

The data collected will be quantified to determine the level of comprehension of Grade 6 pupils of Pulong Saging Elementary School and to assess whether there is a significant effect of nature and nurture factorsin the achievements of pupils academically.

DISCUSSIONS

Science is important subject at upper primary level and understanding of basic science concepts increases the content knowledge of the teachers and students. But for some time teachers faced the difficulties to understand some science concepts. Also they had occurred difficulties to teaching some science concepts. If these concepts which are difficult to understand for the teachers, it will be transferring towards students incorrectly and it will create many alternative conceptions. In order to teach today's science concepts, teachers need to understand subject matter deeply and flexibly so they can help students create useful cognitive maps, relate one idea to another, and address alternative conception (Chavan, R.L.)Science teachers need to know strategies they can implement to aid in students' comprehension of the specific concepts they teach. If students can't comprehend the materials science teachers provide them, then their understanding of scientific concepts will suffer. When you teach science, you are also teaching students how to read for a variety of purposes and with a variety of materials"” (Johnson, J.C., Martin-Hansen, L., 2005).