Determinants Influencing Grade Four -Mabini Pupils' Performance in Science: Bases for Intervention Program

Abstract

INTRODUCTION

The fundamental way of every individual and political decision is the knowledge in Science. We use scientific information to make choices and judgments for every issue an event that occurs every day and at all times we use Science in daily life. But even apparent significance of scientific literacy, the test administered over the years showed poor pupils' performance in Science. Poor pupils' performance specifically in public elementary schools in our country has been one of the major problems of the Department of Education. The mean proficiency level in Quarterly test in Science for the past years was always below 75% and thereby interpreted as low mastery of Science competencies. The miserable scores stay on as both challenge and imperative to all Science teachers (Tan, 2008). In view of the foregoing, the researcher was inspired to conduct action research to find some remedies and come up with an intervention program to improve pupils' performance in Science among Grade Four -Mabini in Paaralang Elementarya ng Nagsaulay for SY 2016-2017. The consolidated grades of these sets of pupils for the previous year revealed that Science subjects got the waterloo final ratings at the end of the school year.

METHODS

Descriptive Method was utilized to identify the determinants of Grade Four pupils' performance in Science. This research focuses on the Grade IV-Mabini pupils of Paaralang Elementarya ng Nagsaulay with thirty-seven respondents.

RESULTS

Upon applying some interventions and strategies, the Grade Four-Mabini class' participation was improved. Eagerness to join in conducting Science activities and experiments were very evident. The pre and posttest results for the first semester were compared. There were thirty-four out of thirty-seven pupils or ninety-two percent of the pupils passed the test and three or eight percent of pupils failed in the posttest. It is interesting to note that the percentage of pupils who passed in the posttest increased from zero percent to ninety-two percent. Moreover, the class achieved a Mean of thirty-one and the Mean Percentage Score of at least eighty-one percent.

DISCUSSIONS

The results proved that innovation and interventions applied to the focused respondents and the like may be effective if there will be a continuous implementation of the identified program.