Improving Student Achievement In General Physics 2 through Reciprocal Teaching

Abstract

Introduction

This study is anchored on students' difficulty in understanding principles, and key concepts in physics. The students were not enthusiastic and interested in learning. Only a few students had a great willingness to answer comprehension questions voluntarily. Most of them were passive; they answered the questions only if the teacher pointed at them to answer. To overcome such problems, especially students' achievement, many teaching strategies are needed to put into practice, and one of the strategies is Reciprocal Teaching.

Methods

This study determined the effectiveness of the Reciprocal Teaching strategy in teaching science concepts for grade twelve students. The science lessons contained in the Reciprocal Teaching strategy were based on the K-12 Basic Education Curriculum Guide. This study was conducted at General Artemio Ricarte Senior High School during the fourth quarter, SY 2018-2019. Two regular matched grade twelve classes, with 31 students each, of the said school were used as samples in this research. A teacher-made test was used in determining the respondents' physics achievement. A pretest was administered to the experimental and control groups before the tryout. After teaching the experimental class through the Reciprocal Teaching strategy, the same test was administered as a post-test. The means and t-test were employed to compare the two test results and to find out if there was a significant improvement in the students' knowledge of physics concepts and whether there was a difference between the gains of both groups.

Results

The results of the tryout showed a significant difference between the posttest mean scores of the experimental and control groups. The experimental group scored significantly higher than the control in the students' performance. This implies that the Reciprocal Teaching strategy was effective in the instruction of the basic physics concepts in particular and in the improvement of students' achievement in physics in general.

Discussions

Based on the findings of the study, the following arrived as implications:(1) There was an improvement in the achievement of the students because using the Reciprocal Teaching strategy promotes better understanding and additional knowledge in learning physics concepts. (2) The students improved in their achievement because more views and experiences gathered on Reciprocal Teaching activities could be easily understood.