Freshwater Shrimps Cultivation in Laiya National High School

Authors

  • Steffany Gatdula

Keywords:

garden-based strategy, teaching-learning process, outdoor learning, Life Science, performance level

Abstract

INTRODUCTION

An effective teacher integrates numerous types of learning strategies based from the learning styles of the students. It is important for the teachers to realize that students learn in different ways. Also,the inclination of the students toward the subject matter affects the students' academic performances. The researcher affirms that maximizing the available resources in school is necessary in helping the students to easily understand the concepts in science specially when students' capacities and abilities are inclined with skills rather than academics. This study aims to determine the effectiveness of garden-based strategy in teaching senior high school Life Science by identifying the students' level of performances and describing their behaviors and attitudes toward garden-based learning and develop garden-based learning activities.

METHODS

An experimental method was used. The respondents were 60 Grade 11 Shielded Metal Arc Welding (SMAW) students grouped as control and experimental using a purposive sampling technique. Data sources include, pretest and post-test scores, gain scores, class observation forms and survey questionnaires. Frequency, percentage, weighted mean and dependent T-test were the statistical tools applied to answer specific questions.

RESULTS

Findings revealed that the level of performances of students under conventional teaching were at the basic level prior to instruction and improved to proficient level after the instruction in some Life Science lessons. Integration of garden-based strategy increased the level of performances of the students from basic to proficient level in all Life Science lessons. in addition, there was no significant difference in the level of performance of the controlled and experimental groups when it comes to Introduction to Life Science lessons, bioenergetics and interaction and interdependence. Results also indicated that there was a significant difference between the performances of both groups specifically in perpetuation of life and how plants survived lessons.

DISCUSSIONS

The findings indicate that garden-based learning activities may be adopted in teaching Senior High School Life Science lesson and allowed the students to improve their science academic performances while enjoying the teaching-learning process on outdoor learning activities. It is further recommended to conduct parallel study to different tracks and strands in Senior High School and to a large number of students.

Published

2019-01-18