Improving the Class Performance of Grade 9 in Science through Reality Pedagogy

Abstract

Introduction

Students viewed science as a difficult, irrelevant and boring subject. Where science aims to help learners to gain a functional understanding of scientific concepts and principles. This learning problem was realized and addressed to prevent more serious learning problems in Science. Thus, the researcher comes up with an intervention that will make students appreciate Science. This study uses the intervention reality pedagogy as a method in improving students’ performance.

Methods

This study used the quasi-experimental one-group pretest-posttest design since only a particular group was pretested, subjected to treatment, and then post-tested. The intact class was used in order not to disrupt the normal school program during the experiment. Samples of thirty-four (34) students were used for the experiment. Any student belonging to the Grade 9 of Lananpin National High School was automatically a subject for the experiment.

Results

The results of the pre-test and post-test before and after using the reality pedagogy showed remarkable improvement as indicated in a mean score percentage of 17.83% and 85.96% respectively. The achievement gap between the pre-test and the post-test was improved.

Discussions

The majority of the respondents obtained low pre-test scores with a mean of . with a descriptive equivalence of poor". Thus, a need to apply intervention is necessary to address the problem. The application of Reality Pedagogy as an intervention has a significant impact on the level of Scientific Skills of the Grade 9 students. The significant improvement in the performance of the students in the post-intervention assessment established the effectiveness of the Reality Pedagogy as an intervention.